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.
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-evaluationSelf-motivationSelf-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 StrategiesEncourage students to set goals and develop a strategic plan based on contextual clues.Sources of contextual clues:SyllabusInstructor’s lessonsHelp seeking resources
15 Self-monitoringDefined 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.”
18 Self-evaluationDefined 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?
21 Self-motivationDefined 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.”
24 Self-explanationDefined 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?
27 ReviewWe 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 AwarenessSelf-monitoringSelf-evaluationSelf-motivationSelf-explanation