1. Self-regulated learners/ learning
Kaatje van der Hoeven Kraft
We didn't finalize the presentation sequence yet. As a suggestion, I could do 1-4, you 6-8, me 9-11, you 12-16, me 17-25, you That makes it 17 for me, 18 for you. Let me know if you had something else in mind.
with contributions from:
David McConnell
North Carolina State University
This material is based on work supported by NSF DUE Award #:
Any opinions, findings, and conclusions are those of the authors and do not necessarily reflect the views of NSF

2. Teaching students to learn how to learn
Self-regulation cycle:
Each phase is impacted by student motivation and use of learning strategies
What can we do to support students ability to self-regulate?
Forethought
Performance
Self-Reflection
K: need to simplify and reduce the jargon…
Modified from Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Seidner (Eds.), Self-Regulation: Theory, research, and applications (pp ). Orlando, FL: Academic Press.

3. Opportunities to Think about Learning Self-regulation cycle
Engage students in thinking about what they know and need to do.
Forethought
Performance
Self-Reflection
Target goal setting (clear goals, moderate difficulty)
Perceptions of task (relevance, utility), prior knowledge
Ease of learning judgment
Self-regulation cycle k
Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

4. Opportunities to Think about Learning Self-regulation cycle
Students monitor their learning process to stay engaged in a task
Forethought
Performance
Self-Reflection
Anxiety coping strategies
Metacognitive judgments of learning relative to goals
Effort monitoring
Rehearsal, elaboration or organization strategies
Regulation of study environment
Interest monitoring
Reward strategies K
Self-regulation cycle
Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

5. Opportunities to Think about Learning Self-regulation cycle
When students can reflect on what they learned or can improve upon next time, it helps to restart the cycle
Forethought
Performance
Self-Reflection
Assess goal achievement
Time/study adjustments
Help seeking
Success/failure attributions
Judgments of efficacy, effort K
Self-regulation cycle
Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

6. Importance of Student Reflection
Students completed a task (e.g., logical reasoning test) and estimated how their score would compare with other students.
Low scoring students
overestimated their own skill level
failed to recognize the degree of their insufficient knowledge
recognized their lack of skill, only if they were trained to improve
Strongest students underestimated their performance
Weakest students overestimated their performance D
Dunning et al., Current directions in psychological science, v.12 #3, p.83-87

7. Importance of Student Reflection
Student prediction of their exam performance, Physical Geology
Actual Score
Predicted Score
Students that are most likely to struggle in class are the least prepared to recognize their lack of understanding
Most students within 10 pts of actual score
Several low scoring students unable to predict their performance. Their explanations:
Poor preparation
Poor study habits
Poor assessment of understanding D
Active learning class with multiple opportunities for learning assessment through clicker questions, in-class exercises, mastery quizzes and learning journal exercises.
Recent findings from students at a SE University, as reported by McConnell, D (2012)

8. Pause + Think/Pair/Share
Forethought
Performance
Self-Reflection
Low Effort:
Pause + Think/Pair/Share
Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer.
Control Group: No pauses for discussion in lecture.
Students completed a free recall exercise after lecture D
Experimental Group – number of facts recalled: 22.97*
Control Group – number of facts recalled: 16.63
Ruhl, Hughes, and Schloss., Teacher Education and Special Education, v.10 #1, p.14-18

9. Does the way we organize information make a difference?
Forethought
Performance
Self-Reflection
Low Effort:
Build graphic organizers
Does the way we organize information make a difference?
Blue
Students examined a list of these 22 random items for one minute and tried to remember as many as possible.
Gold
Students examined a list of these 22 organized items for one minute and tried to remember as many as possible. D

10. Low Effort: Build graphic organizers Concept Map of Earth’s Structure
Using labeled sketches or other graphic organizers (e.g., concept maps) can make it easier to recall related information
Concept Map of Earth’s Structure D
“Chunking” of information is similar to expert thought patterns

11. Low Effort: Retrieval Practice What is retrieval practice?
Forethought
Performance
Self-Reflection
Low Effort: Retrieval Practice
What is retrieval practice?
Review material for initial study period
Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible.
Review material and practice retrieval again
Do it the first time during or within a few hours of original lesson
Repeat retrieval process at regular intervals prior to exam (e.g., weekly) D

12. Low Effort: Retrieval Practice
Research on learning shows that retrieval practice is the most effective study method: Students don’t know this
Simple reflection exercises during or following lecture will improve later recall of information.
The more practice that students get at retrieval, the more they will recall later in test situations
D Figure from Karpicke and Blunt 2011 (SciencExpress)
Read once
Read 4 separate times
Read, make concept map
Read, try retrieval, repeat
Karpicke, J.D., and Blunt, J.R., 2011, Science Express, January 20, p.1-7.

13. Long-term Memory – Remember to repeat
The more time that passes before attempting retrieval, the more we forget
Day 0 = Initial studying of material
2 tests for Group 1
Thinking or talking about an event immediately after it occurs enhances memory of the event
Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.)
Normal Forgetting Curve D
Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p

14. Moderate Effort: Reading ReflectionsK

15. Moderate Effort: Reading Reflections
Forethought
Performance
Self-Reflection
Moderate Effort: Reading Reflections K

16. Moderate Effort: Exam Wrappers
Forethought
Performance
Self-Reflection
Moderate Effort:
Exam Wrappers
1: As part of/after taking an exam, students describe how prepared they feel for the test, how they studied, etc…
2: After they receive their exam back, ask them to respond to their initial ideas and what (if anything) they’ll change for a future exam.
3: Discuss as a class, and remind them of those key ideas prior to the next exam K

17. Moderate Effort: Exam WrappersK
Instructor feedback is critical

18. Moderate Effort: Learning Journals
Forethought
Performance
Self-Reflection
Moderate Effort: Learning Journals
Students participate in reading reflections AND activities that explicitly tie learning practices to research-based strategies.
How do you know when you know something? (How do you know when you have learned something thoroughly?)
Think about two classes you have taken in the past. Consider a class that resulted in a lot of new learning, and one where you didn’t learn much at all. You may have received the same grade in these classes.
Why did you think you learned a lot in one class and relatively little in the other?
Exam Preparation
If you have been following along with the learning journal and completing reading assignments on schedule, you will be well on your way to doing well on the exam. If you can answer “Yes” to nearly all of the questions below, then you are off to a good start:
Reflecting on Your Learning
In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of discoveries about how the human brain learns. One of these is summarized below. Read this summary and answer the questions that follow.
Using complete sentences, describe how you could use retrieval practice in this class to enhance your learning? K
I have completed my reading and learning journal tasks as they are assigned so I will not end up cramming at the last minute.
Yes No
I have identified the material I need to study and scheduled time to review it over several days.
I use the headings and subheadings in lecture notes and textbook chapters to organize information and predict exam questions.

19. Committed Effort: Classroom Notebooks
Forethought
Performance
Self-Reflection
Committed Effort:
Classroom Notebooks
Ongoing effort throughout the semester includes:
All class activities
Reflective prompts at the beginning and end of each topic K
Consistent organizational structure
Periodically collected and graded

20. Instructor support for learning about learning
Provide opportunities for students to self-evaluate their own learning
Provide models (coping are better than expert):
Think-Pair-Share
Provide opportunities for self-evaluation
Think-Pair-Share
Reflective Prompts
Exam Wrappers
Learning Journals
Classroom notebook K
Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3),

21. Instructor support for learning about learning
Encourage behavior that fosters learning to learn
Provide an environment that encourages questioning and help-seeking
Think-pair-share
Reading Reflections
Exam wrappers
Encourage goal setting (proximal vs. distal)
Exam wrappers
Learning journals
Classroom Notebooks K
Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3),

22. Instructor support for learning about learning
Create an environment that fosters learning to learn
Reward effort over ability
Provide assessments that encourage effort (e.g., allow for revisions)
Encourage self-comparison over social comparison
Reflective Prompts
Exam Wrappers
Provide visual, graphic and organizational structures
Graphic organizers, concept maps, etc…
Reading reflections K
BE EXPLICIT: how do these activities support their ability to learn?
Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3),