What is Self-regulation? Ability to control thoughts and actions to achieve personal goals and respond to environmental demands (Zimmerman, 2008) It involves … –Attending to key features of the environment –Resisting distractions –Persisting when tasks are difficult –Responding appropriately, adaptively, flexibly –Delaying immediate gratification to meet a more important long-term goal
Metacognition Awareness of learning strengths and weaknesses Ability to analyze the demands of tasks/activities Use of effective thinking and problem solving strategies to cope with the challenges tasks present
Motivation for Learning Genuine interest in learning Belief that ability is incremental Focus on personal progress Willingness to try challenging tasks View that errors present opportunities to learn Belief that effort and effective strategy use will lead to success
Strategic Action Choosing from a repertoire of strategies those best suited to the learning situation Applying strategies effectively and efficiently
Respond What can we do in our classrooms to help students regulate their learning before, during, and after reading?
Task Understanding Developing an accurate understanding of tasks is challenging for students. –What’s the purpose? –How is it structured? –What are its components? –How do I feel about it? –What are my learning strengths and weaknesses in relation to it? –Do I know strategies that help me complete it? Task understanding is important for SRL and success.
Check Task Understanding Explicit Instructions Information in available materials Implicit Purpose Standards for success Contextual Knowledge of a domain Strategies for help- seeking or collaborating Hadwin, Oshige, Miller, Fior, & Tupper, 2008
What Is Self-Regulation In “Kid Friendly” Terms? As part of her learning team project, Kelsey asks: How can we define self-regulation in “kid friendly terms?” How can we help them (her grade 1, 2, 3 students) to understand it? From Kelsey Keller Baker Drive Elementary
What Is Self-Regulation In “Kid Friendly” Terms? As part of her learning team project, Kelsey asks: How can we define self-regulation in “kid friendly terms?” How can we help them (her grade 1, 2, 3 students) to understand it? I have to admit I’m pretty thrilled to see my students taking ownership … taking pride in their SR … being so honest and self-aware of their needs.
Before and During Reading What do good readers do? –Make predictions –Make connections –Ask questions –Sound out words –Use context clues Establish what good readers do with students. Post the strategies around the room. Practice! –Alone –With the teacher –With a peer
After Reading What did you learn about yourself as a reader today? What did you learn that you can use again, and again, and again? “I can choose a book on my own.” “I can make a prediction.” “Sometimes I need help to sound out words.” From Martha Hightower Rochester Elementary
Self-Regulation Stories Aspects of SRExamplesA Learning Story Emotions1.Managing powerful emotions 2.Taking responsibility for emotional responses Behaviours1.Using language to resolve conflicts 2.Waiting for a turn 3.Using a number of strategies to reach a goal Motivation1.Paying attention even when it’s hard 2.Struggling through the hard parts to learn something new
Self-Regulation Stories Aspects of SRExamplesA Learning Story Emotions1.Managing powerful emotions 2.Taking responsibility for emotional responses Behaviours1.Take my time 2.Check for understanding (e.g., say it in my own words) 3.Get help when I need it (from a friend, the teacher, Mom or Dad) Motivation1.Paying attention even when it’s hard 2.Struggling through the hard parts to learn something new
Self-Regulation Stories What learning is going on here? Child’s viewpoint: Family’s viewpoint: What are the opportunities/possibilities for SR and SRL? Child’s viewpoint: Family’s viewpoint: From: Sharon Bain, Baker Drive Elementary
Strategies, Independence, Ownership & Confidence: Two Big Ideas Context (Activities, Support, Assessment) Cycles of Self- Regulated Activity Planning Interpreting Demands & Setting Goals Monitoring Against Criteria Adjusting Enacting Strategies History, Strengths, Challenges, Knowledge, Beliefs, Interests, Confidence Idea One: From Learning Strategies to Strategic Learning Idea Two: Confidence Builds Through Experience A Model of Self-Regulated Learning
Benefits of Working Collaboratively in Learning Teams? Teachers are contextualized decision-makers They draw on knowledge and resources in order to meet students’ needs in classroom settings In collaborative learning teams teachers support each other to learn about and adapt new knowledge and resources for use in classrooms Collaborative inquiry is a powerful model for professional development
(Adapted from Butler & Schnellert, 2012) Teachers’ self- and co-regulated inquiry Students’ self-regulated reading Resources Inquiry as Teachers’ Self- and Co- Regulation History, Strengths, Challenges, Knowledge, Beliefs, Interests, Confidence Activity in Context Planning Identifying Goals (for practice/learning) Monitoring Against Criteria Adjusting Enacting Strategies
Benefits of Collaborative Inquiry? Teacher learning, ownership, & confidence Purposeful shifts in practice Evidence is starting to also formally link collaborative PD to student outcomes It makes a difference for learners
Extending Research on Inquiry-Based PD Innovative is that these approaches engage teachers in collaborative inquiry, within networked learning communities Innovative approaches to teacher PD are emerging across BC, the Yukon and the NWT These initiatives are designed to spur teachers’ PD in ways that achieve important goals for students
“Partnership Development Grant” Project Goal: To advance understanding about whether and how inquiry-oriented PD can foster innovation & learning. What outcomes can be associated with change initiatives (for leaders, teachers and students)? How are initiatives experienced by teachers, informal or formal leaders, students? How are initiatives (provincial, district)structured to foster inquiry and innovation? Research Questions:
The Partnership Team SSHRC Funded Project Team CR4YR Team Partner CR4YR Team Partner District Partner (NWT) District Partner (NWT) District Partner (BC) District Partner (BC) District Partner (BC) District Partner (BC) District Partner (BC) District Partner (BC) District Partner (BC) BCTF Partner BCTF Partner CR4YR: Learning from All Participants Partners: Case Studies of CR4YR & Other Partner Initiatives
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