Selfregulation

1
Self-regulation

• Cognitivism, Module 2

2
What is self-regulation?

• Self-regulation is the process of activating and
  sustaining thoughts, behaviors, and emotions in
  order to reach goals (Woolfolk, 2005 Zimmerman,
  2002).
• Students need to be self-regulated learners in
  todays society because they have to be
  self-initiated and self-directed in their future
  career lives
• Self-regulated learners have both academic skills
  and self-control these together make learning
  easier. They tend, therefore, to be more
  motivated to learn (see McCombs Marzano, 1990
  Murphy Alexander, 2000 Woolfolk, 2005).

3
What influences self-regulation?

• Knowledge
• To be self-regulated, learners need knowledge
  about themselves, the subject they are studying,
  the task they are trying to accomplish, different
  strategies that they can use in the process of
  learning, and the contexts in which they are
  learning (Woolfolk, 2005)
• That is to say, self-regulated learners know
• About themselves as learners (what is easy and
  difficult for them, what strategies work best for
  them, what they interests are, how to use their
  strengths)
• That the more they know about the subject under
  study, the easier it is to learn more (this is an
  important factor in learning)
• That different learning tasks require different
  approaches to learning
• What strategies to apply for a given task, and
  how to apply the strategies

4
What influences self-regulation?

• Motivation
• Self-regulated learners are interested in school
  because they value learning
• Self-regulated learners know why they are
  studying
• Volition
• Self-regulated learners have will power
• Self-regulated learners know how to avoid
  distractions
• Self-regulated learners know how to cope when
  they feel anxious, tired, or lazy

5
What are self-regulation processes?

• The forethought phase includes
• Task analysis goal setting and strategic
  planning
• Self-motivation beliefs self-efficacy, outcome
  expectations, intrinsic interest/value, learning
  goal orientation
• The performance phase includes
• Self-control imager, self-instruction,
  attention focusing, task strategies
• Self-observation self-recording,
  self-experimentation
• The self-reflection phase includes
• Self-judgment self-evaluation and casual
  attribution
• Self-reaction self-satisfactory/affect and
  adaptive behavior
• These are iterative processes
• See Zimmerman, 2002 for more information on this
  topic

6
Teaching students to be self-regulated learners

• At the individual level, teachers can ask
  questions that guide students to (a)
  self-evaluate work quality, (b) analyze teacher
  feedback, (c) recognize successes, and (d)
  identify problems and needed solutions
• At the individual level, have students create
  (and revise) a strategy sheet with advice about
  what to do in the future
• See Butler, 2002 for more information on this
  topic

7
Teaching students to be self-regulated learners

• At the small group level, teachers can guide
  students to evaluate outcomes, either in process
  or after receiving feedback
• At the small group level, teachers can ask
  students to work together to compare the outcomes
  to the task demands
• At the small group level, teachers can ask
  students to share ideas about how to revise their
  approaches so that they will build on their
  successes but overcome the challenges
• At the small group level, teachers can ask
  students to record their strategies (and revised
  strategies) in their own words
• See Butler, 2002 for more information on this
  topic

8
Teaching students to be self-regulated learners

• At the whole-class level, the teacher can provide
  students with feedback that references task
  criteria
• At the whole-class level, the teacher can
  encourage students to interpret and learn from
  feedback as part of the assignment
• At the whole-class level, the teacher can
  facilitate discussions where students evaluate
  outcomes against task goals
• At the whole-class level, the teacher can provide
  feedback on products and the process of
  self-monitoring
• See Butler, 2002 for more information on this
  topic