Self-Regulated Learning Students take charge of their own learning.

Self-Regulated Learning Students are able to control their behavior and environment Students are able to carefully observe and consider their own behavior and act upon what they have learned.

Self-Regulated Learning Students can manage their time, study environment, help. Students can manage their belief that they can be successful in the course (self-efficacy), set goals, and manage their emotions (anxiety). Students can choose and apply cognitive and study strategies.

What does Self-Regulated Learning Look Life? 1. Students know cognitive strategies. 2. Students know when to use them. 3. Students can plan and manage their time. 4. Students can control and direct their mental processes towards goals. 5. Students believe they can learn. 6. Students have a positive attitude towards learning. 7. Students can direct their attention and efforts to learning. 8. Students can motivate themselves to learn.

Self-Regulated Learners Task Behaviors 1. Analyze the task: Interpret the task requirements 2. Set specific goals: Aid in selecting strategies 3. Implement strategies: Monitor their progress (internal feedback) 4. Adjust the strategies: Based on their self-monitoring. 5. Use motivational strategies on self: Keep self on task. Combat discouragement. Help deal with difficulties.

Self-Regulated Learning Can be taught and can be learned:  Self-observation: Monitor own performance.  Self-judgment: Rate your own work.  Self-reaction Set goals. Self talk –praise or criticism. Change the environment (no distractions). Ask for help.

Self-Regulated Learning Research:  Some gifted students possess better self- regulated learning strategies.  High achievers: Set more specific learning goals. Use a variety of strategies. Self-monitor more often. Adapt their efforts, goals, and strategies more systematically.

Self-Regulated Skills Cycle Forethought Performance Control Self Reflection

Phase 1: Forethought When will I write the paper? Where will I write the paper? How will I get started writing? What will help me write the paper?

Phase 2: Performance Control Am I accomplishing the algebra work? Is this algebra work taking more time than I thought? Can I encourage myself (self-talk) to keep going? What will help me?

Phase 3: Self-Reflection Did I do a good job writing that paper? How did I keep on task? What helped me? Did I give myself enough time? Did I choose the right study strategies? Did I set rewards and punishments for myself?

Self-Regulation Strategies Organizing Information:  Outlining  Summarizing  Highlighting  Index cards  Draw diagrams  Concept mapping

Self-Regulation Strategies Goal Setting. Time Management. Keeping records and monitoring:  Note-taking  List of errors made  Portfolio

Self-Regulation Strategies Rehearsing and memorizing:  Mnemonic devices.  Teach someone else the material.  Make up sample questions.  Make up mental images.  Repetition.  Overlearn so study strategies and the material are automatic.  Self-talk (aloud): Helps understanding and remembering.

Self-Regulation Strategies Behavioral:  Self-evaluation: Analyze the task. What does the professor want? Set goals.  Effort is what matters.  Self-consequating: Self reinforcement:  How will I reward my self?  Treats? How will I punish myself?  Delay treats?

Self-Regulation Strategies Environmental:  Seeking Information: Library Internet Textbook Past tests Notes

Self-Regulation Strategies  Structuring the environment: Arrange the physical setting. Eliminating distractions. Breaking up study periods. Spread study periods over time.  Seeking assistance: Peer help. Professor. Tutoring.

Activity What self-regulating strategies can we help our students learn in the labs?