Enhancing Students’ Self Regulation on Placement 5 th Annual ESCalate ITE Conference Towards a New Era 15 th May, 2009 Robert Collins Moira Paterson Jane Thomson

Enhancing self-regulated learning Project Funded project to enhance student self regulation focused on Year 2 and 4 of B.Ed. Degree Aims to develop the students’ responsibility for own learning on Teaching & Learning Programme and on placement Re-examines roles and responsibilities on placement to place more emphasis on student Use of VLE to discuss progress with peers

CONTEXT: internal Faculty Strategy to 2011:Faculty Strategy to 2011: “We will re-examine placement experiences, ensuring that the roles of field professionals, of student self-assessment, and of peer support and assessment are utilised to enhance student learning in the field.” University Excellence Agenda: the imperative to re-examine the balance of staff activities.University Excellence Agenda: the imperative to re-examine the balance of staff activities. Harmonisation in ITE coursesHarmonisation in ITE courses

CONTEXT: external recognition that peer assessment is powerful for all learners, both in the giving and receiving of feedback. changing culture of collaboration and peer observation and mentoring in schools. improved partnership arrangements, the growing confidence of school staff in mentoring and the TEI’s role in mentoring the mentors. HMIE move to a greater emphasis on self evaluation and self regulation in their revised inspection procedures for schools

Following the model developed by Butler and Wynne (1995) learners will be required to: analyse tasks and set task goals, a critical step that establishes the direction of subsequent learning. realise their goals through selecting, adapting or generating tactics and strategies. monitor their performance, i.e. compare their current progress with their goals to judge both the appropriateness of the goals and their own strategic behaviour.

Student – led tutorials Peer evaluations on placement (link to assignment On-line discussion groups Feedback from students through evaluation Feedback from Placement Teachers Feedback from tutors SRL T&L Modular Audits BEd1 Self-assessment quiz University Excellence Agenda Research Questions Impact on Future Learning & Teaching Management SRL Innovation Issues B.Ed 2 Teaching & Learning

Student Experience Self-assessment quizzes Two research questions Group collaboration Student-led tutorials Lecture Increased self-efficacy Deep approach to learning

Aims of the tutorials to make them more student led to provide opportunities for students to develop self regulatory behaviours to encourage them to take increased responsibility for their own learning to engage them in co-constructing knowledge to make learning more pro active

What does self-regulated learning mean to the students? … in the sense you are doing all the learning yourself, you’re finding it out and reflecting on it and thinking what I really learned from me actually doing it rather than someone else teaching me Becoming more independent – using your initiative to improve Taking more responsibility (general agreement) knowing what your goals are, setting out how your plans how you are going to achieve them and evaluating to make sure you fulfil them

How did students judge the teaching and learning module? It was a massive learning curve from first year and I’ve actually enjoyed it, as much as it has been hard work, I’ve learned so much as a result not just about the course, but about myself and how I cope with things And your confidence grew too, you’re doing presentations every week … there were some days I resented having to do it because there were other assignments to be done and seemed so more important and I felt I couldn’t be bothered doing it, and I’d rather have spent the time on other things, but looking at it, it was worth it, looking back it was good ….

Even small things, like our tutorials were student led, so we had to organise everything, how we sat, how the groupings were, how we were presented the information, so we were learning all the time and everything was relevant to placement, there was nothing we didn’t use. Teaching and learning presentations, I didn’t realise at the time, it was only after all the assessments and reflecting on it, our doing the presentations week on week meant in the classroom you were much more confident, taking the floor, taking the kids ….

SRL Innovation Issues Description/ Justification of SRL Toolset Comparative Student Evaluations 07/08-08/09 Evaluation Strategy 2008/09 Initial Evaluation Analysis: Students Initial Evaluation Analysis: Mentor Teachers Initial Evaluation Analysis: Tutor NGT results SRL T&L Modular Audits BEd1/BEd3 Pre-existing SRL Range & Flexibility in Module PC403 Strategic Management Overview New SRL Operational Management Innovations Impact on Future Learning & Teaching Management

New Tools and Processes Supporting SRL: Session 2008/09 Self efficacy tool Joint student-teacher evaluation Online discussion groups Tutor Visit 2

Student Perspective SAADASDANR Self –efficacy tool 5%19%31%43% Peer evaluation 42%40%12%2%3% Tutor Visit 1 80%14%0%2% Triadic meeting 42%35%13%1%5% Joint evaluation 46%37%9%3% Tutor Visit 2 67%24%2%3%2% Online discussion groups 3%7%21% 46% The following have contributed to my professional development:

Student Perspective SAADASDANR Self –efficacy tool 5%19%31%43% Peer evaluation 42%40%12%2%3% Tutor Visit 1 80%14%0%2% Triadic meeting 42%35%13%1%5% Joint evaluation 46%37%9%3% Tutor Visit 2 67%24%2%3%2% Online discussion groups 3%7%21% 46% The following have contributed to my professional development:

Student Perspective ‘’I found the self-efficacy tool useful but I added in numbers as well to represent always sometimes hardly ever and never and found this was easier to complete’’ ‘’I feel the self-efficacy tool could be more specific to your individual needs. I felt the headings of the self-efficacy tool were all very similar ‘’ ‘’Self efficacy tool-This too was not seen to be important or explained or adapted for us. It would have been more beneficial if the point of this had been more stressed from the beginning’’ ‘’Learnonline may have been more useful for students who were on their own or who were in a school far away from any others’’ ‘’Learn on line discussion groups were not useful as I tended to discuss with teachers friends and stage partner’’. ‘’Learn on line groups were not used at all’’

Student Perspective SAADASDANR Self –efficacy tool 5%19%31%43% Peer evaluation 42%40%12%2%3% Tutor Visit 1 80%14%0%2% Triadic meeting 42%35%13%1%5% Joint evaluation 46%37%9%3% Tutor Visit 2 67%24%2%3%2% Online discussion groups 3%7%21% 46% The following have contributed to my professional development:

Student Perspective ‘‘I felt the second tutor visit was a very good idea as it allowed you to talk about placement as a whole and not just the one lesson’’ ‘’The 2nd visit is not needed in all cases. However knowing that the tutor is there for you if you needed him is very important in your well being and confidence’’ ‘’Two tutor visits per placement are required. Students need this support and reducing it to one visit puts too much pressure on all involved and is completely unrealistic’’ ‘’I feel I would have benefited from completing the joint evaluation earlier on in the placement to enable me to focus action points for my own learning. I feel I would have benefited from completing the joint evaluation earlier on in the placement to enable me to focus action points for my own learning’’

Student Perspective n% Observation and assessment2321% Discussion on professional development8274% There was no difference in the value that students placed on the second tutor visit with almost 70% of both groups strongly agreeing that it had contributed to their professional development.

Student Perspective Teacher 07/08 08/09(SA/A) Tutor 07/08 08/09(SA/A) My teacher/tutor explained the evidence on which s/he based my school assessment for: Professional knowledge & understanding 79% 82%96% 98% Professional skills & abilities80% 93%94% 97% Professional values and commitment 79% 91%96% 97%

Student Perspective Self-Regulated LearningSAA 1 Regular self-reflection has increased my awareness of my professional knowledge and skills as a teacher 67%30% 2 I enjoy setting myself challenging goals in the classroom46%50% 3 Monitoring the rate of my progress has helped my motivation to improve45%47% 4 I am now more aware of the teaching strategies I use and the effectiveness of my practice 69%31% 5 I am now more aware that monitoring my self-confidence relates to my success in teaching 51%42% 6 I am now more willing to persevere to achieve challenging goals49%47% 7 I am now more aware that using professional feedback supports my learning72%27% 8 I am now more aware that using peer feedback supports my learning48%46% 9 I am now more aware that the opportunity to discuss issues with peers impacts positively on my learning 62%36%