Academic Success Center (313) Self-Regulated Learning and Its Role in Tutoring Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic Success Center April 13, 2006

Academic Success Center (313) Student Learning Results from More than Just their Intelligence Learning Styles A particular way in which the mind receives and processes information. You may have a particular way that you like to learn. This may be different from that of your students. Different theoretical bases for learning styles Entwistle Soloman Gardner Felder The problem with learning styles is that there is an assumption that a student whose learning style does not match their professor’s style cannot learn in that class.

Academic Success Center (313) We Can Improve Student Memory of our Course Material Tutoring by using only the standard lecturer style promotes Shallow learning Learning by rote. Test anxiety Reduced memory Tutoring by using multiple approaches can help. VERBALLY and VISUALLYStores in different parts of the brain BY ASKING QUESTIONSPromotes deeper thinking USING REAL WORLD EXAMPLES Framing helps motivation CHUNKINGHelps students to organize BY BEING SELECTIVEHelps students focus

Academic Success Center (313) Self-regulated Learning How students become masters of their own learning processes. View of the academic learning as something students do for themselves, rather than something which is done to or for them. Proactive activity, requiring self-initiated motivational and behavioral processes as well as meta-cognitive ones Zimmerman, 1986

Academic Success Center (313) Skill WillSelf-regulation

Academic Success Center (313) Characteristics of Self-regulated Learners Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn. Write down the things about you that helped you to succeed. Write it down.

Academic Success Center (313) Characteristics of Self-regulated Learners Motivated Setting goals Active Monitoring Controlling their learning Adaptive

Academic Success Center (313) Strategies of Self-regulated Learners Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn, or a friend who succeeded in that situation. What were the things that you did to help you succeed? Discuss these with one other person. Present the most important ones to the group. Discuss.

Academic Success Center (313) Strategies of Self-regulated Learners Cognitive strategies Rehearsal Elaboration Organization Meta-cognitive Forethought Monitoring Regulating Managing resources

Academic Success Center (313) Implementing Strategies Time, effort into planning Monitoring effort, time use and need for help Choice to increase or decrease effort Persistence Regulating effort Using extrinsic self-talk Seeking help

Academic Success Center (313) Strategies Self-monitoring Comprehension monitoring

Academic Success Center (313) Self-regulated Learning ApatheticSomewhat motivatedMotivated No skills Mediocre skillsSome skillsSelf-regulated skills

Academic Success Center (313) Internal Ability External Luck Motivation

Academic Success Center (313) Cultural Context Stereotype threat can impair academic performance if the stereotype is negative. Aronson, Fried and Good (2002) found that The African American students encouraged to view intelligence as malleable reported: Greater enjoyment of the academic process Greater academic engagement And obtained higher grade point averages than their counterparts in two control groups.

Academic Success Center (313) Bernard Weiner's Attribution Theory

Academic Success Center (313) Self-efficacy Control over one’s own functioning and events that affect one’s life. It influences: goals students set commitment to those goals learning strategies employed

Academic Success Center (313) Positive Attributions What students believe caused their success or failure. Productive Applying effort Using strategies Unproductive Low ability Luck

Academic Success Center (313) Control Over Outcomes Goal orientation Learning Goal is to understand the material. “I appreciate a challenge.” Performance Goal is to perform well. “If it takes a lot of effort, I must not be smart.”

Academic Success Center (313) Tutors As Academic Coaches Help to build: Self-efficacy Positive attributions Control over outcomes

Academic Success Center (313) Taken from the webpage of Dr. Deborah L. Butler, University of British Columbia What Can a Tutor Do to Help a Student?

Academic Success Center (313) What Can a Tutor Do to Help a Student? Help students construct: Learning about learning academic content Strategies for analyzing tasks Task-specific strategies and skills Self-monitoring strategies

Academic Success Center (313) What Can a Tutor Do to Help a Student? Assess the students’ ability to: Adjust learning activities to reduce gaps between desired and actual performance. Monitor outcomes associated with strategy use. Self-evaluate by comparing progress against task criteria to generate judgments about how they are doing. Interpret externally provided feedback. Use feedback strategically to diagnose challenges and problem solve solutions. Generate judgments about progress and make decisions that shape further learning activities.

Academic Success Center (313) What Can a Tutor Do to Help a Student? Assess a student’s ability to analyze task demands. Scrutinize assignments to extract: The topic Expected procedures Required products Marking criteria Draw on meta-cognitive knowledge about the task.

Academic Success Center (313) Self-regulated Learning Tutors can help students by Strategy instruction Assessing how a student adapts through Task analysis Strategy use Monitoring Helping students improve their motivation. Self-efficacy Positive attributions Control over outcomes