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Five Strategies to Promote SRL

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1 Five Strategies to Promote SRL
Strategies for Helping Students Become More Effective Self-Regulated Learners Bruce Harris Director, Center for Teaching and Learning Excellence

2 Introduction To be discussed in session.

3 Objectives of Workshop
Recognize the importance of helping students go beyond basic study skills to help students become more effective self-regulated learners. Recall five self-regulated learning strategies that we can teach our students.

4 Workshop Agenda Background and Nature of Self-regulated Learning
Five Self-regulated Learning (SRL) Strategies

5 What is a Self-regulated Learner?
Students who are academically successful tend to be self-regulated. The term self-regulated can be used to describe learning that is guided by executive processing (metacognition, conditional awareness, self-monitoring, etc.), cognitive processing (planning, declarative knowledge, procedural knowledge, etc.), and motivation (self-efficacy, goal orientation, attributional orientation, etc.) to learn.

6 What is a Self-regulated Learner?
Self-regulated learners systematically direct their thoughts, feelings, and actions toward the attainment of their goals. They are cognizant of their academic strengths and weaknesses, they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks, and they are self-motivated.

7 Basic Model of Self-Regulated Learning

8 Dual System Model of Cognition/Learning
Contemporary cognitive psychologists distinguish between two levels of cognition*: Level1 (S1): Implicit cognition – largely intuitive, hard-wired, effortless; focused on typical, stable problems and skills. Level2 (S2): Explicit cognition - conscious, effortful; focused on novel problems and skills. * L1 processing is the default mode.

9 Example of two systems interacting
To be discussed in session.

10 Academic Cognition/Learning
To be discussed in session.

11 Five SRL Strategies Conditional Awareness Self-monitoring
Self-evaluation Self-motivation Self-explanation

12 Conditional Awareness
Defined a student’s ability to identify and execute appropriate learning strategies by recognizing contextual clues in a particular learning situation and context.

13 Conditional Awareness
Instructional Strategies Encourage students to set goals and develop a strategic plan based on contextual clues. Sources of contextual clues: Syllabus Instructor’s lessons Help seeking resources

14 Conditional Awareness

15 Self-monitoring Defined as a student’s awareness of their comprehension or performance during or shortly after completing an academic task.

16 Self-monitoring Instructional Strategies
Encourage students to review their work to determine whether it meets all the criteria specified by the instructor. Encourage students to ask themselves: “Have I identified all of the key points in this article?” “I didn’t do as well as I thought I would on the last test. What learning strategies do I need to use to prepare for the next exam so I get an A on the exam?” “My attention is beginning to drift. I need to stay focused for the next 45 minutes and then I will take a 10 break.”

17 Self-monitoring

18 Self-evaluation Defined as a student’s self-judgment on their performance by comparing it to their goal.

19 Self-evaluation Instructional Strategies
Encourage students to review their strategic plan and determine what adjustments, if any, they need to make. Encourage students to ask themselves: “If I were to take a quiz on this topic right now, what grade would I expect?” “Now that I have finished reviewing my notes, I need to ask myself how well am I understanding this topic.” “Now that I know my score on this exam, what would I do differently for the next exam to do better?” “To what degree am I following the plan I made for achieving my goal?

20 Self-evaluation

21 Self-motivation Defined as a student’s awareness of his/her motivation level in regards to achieving his/her goal.

22 Self-motivation Instructional Strategies
Encourage students to assess their motivation level and to increase their motivation if necessary. Encourage students to say to themselves: “I feel like my motivation is low. I need to remind myself that I have been a successful student in the past and that I have overcome difficult challenges on other occasions.” “As soon as I complete the self-test, I am going to reward myself.” “Even though this article is taking much more time than I anticipated, I am not going to give up until I complete it.”

23 Self-motivation

24 Self-explanation Defined as a type of metacognitive activity wherein students attempt to analyze, clarify, amplify, draw inferences, interpret, and then explicate to themselves the subject matter of the course.

25 Self-explanation Instructional Strategies
Encourage students to attempt to generate self-explanations as they study. Encourage students to ask themselves: “How would I describe the situation, problem, concept, activity, etc.?” “What possible implications or predictions can I draw from the information thus far?” “How would I sum up, interpret, or explain the situation, problem, concept, activity, etc. thus far to someone else?

26 Self-explanation

27 Review We can help our students to become more effective self-regulated learners in both F2F classes and online courses; however, it will not happen overnight. Five self-regulated learning strategies we can teach our students: Conditional Awareness Self-monitoring Self-evaluation Self-motivation Self-explanation


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