Self-Regulated Learning A key Competency

1
Self-Regulated Learning A key Competency

• The journey so far
• SRL what, why, features of, strategies
• Inquiry Learning MI SRL
• Managing Self a key competency group

Presentation By Lyn Bird
2
The journey so far

• Revisiting old theories, having time to
  assimilate new theories
• Trialling new approaches MI
• The need for SRL
• Integrated curriculum driven by Inquiry Learning
• MI SRL Integrated Inquiry Success

3
Why SRL?

• Benjamin Franklin wrote extensively in his
  Autobiography about techniques he used to
  improve his learning, erudition and self-control
  (Benjamin Franklin Writings, 1868/1987). (Read
  from Zimmerman article)
• The SRL skill is one essential skill that
  individuals should possess in order to
  continually adapt to new knowledge skills
  throughout the stages of their life. Individuals
  should become more self-regulated as learners
  that is they need to develop attitudes skills
  that allow them to plan, manage evaluate their
  own learning (Heo, 2000).
• The Curriculum Framework out lined the 8
  essential skills in 1993 including
  Self-Management and Competitive Skills and Work
  and Study Skills (Read p.19, 20).
• SRL is an important aspect of student academic
  performance and achievement in classroom
  settings.
• A SRL perspective on students learning and
  achievement is not only distinctive, but it has
  profound implications for the way teachers should
  interact with students and the manner in which
  schools should be organised (Zimmerman, 1990).
• There is now a shift from a focus on students
  learning ability and environments as fixed
  entities to their personally initiated processes
  and responses designed to improve their ability
  and their environments for learning.
• Even the Ministry of Education now believes
  students will view themselves as competent
  learners and realize their success is to do with
  effort and strategy not luck and ability (Mary
  Chamberlain, MOE, Navcon 2004).

4
What is SRL?

• Definitions of SRL often differ on the basis of
  researchers theoretical orientations. However, a
  common conceptualization of S-RLeaners is they
  are
• metacognitively (self-aware,
  knowledgeable, decisive about learning)
• motivationally (intrinsic task interest,
  self-starters)
• behaviourally ( seek out advice
  information, self-instruct)
• active participants in their own learning
  (Borkowski et al, in press)
• S-RLearners proactively seek out information when
  needed and take the necessary steps to master it.
  They view acquisition as a systematic and
  controllable process, and they accept greater
  responsibility for their achievement outcomes
  (Zimmerman, 1990).
• S-RLeaners plan, set goals, organise,
  self-monitor, and self-evaluate at various points
  in the learning cycle (Corno, 1986, 1989).
• S-RLeaners engage in a self-oriented feedback
  loop a cyclic process in which students monitor
  the effectiveness of their learning methods or
  strategies and react to this feedback in a
  variety of ways (may change perceptions of their
  ability or change their strategies) (Carver
  Scheier, 1981).
• Student learning and motivation are viewed as
  interdependent processes. S-RLeaners are not
  merely reactive to their learning outcomes
  rather, they proactively seek out opportunities
  to learn ( Zimmerman, 1989). Learners are
  self-directed and self-motivated - their skill
  and will are integrated components of
  self-regulation.
• SRL strategies are used purposefully by the
  learner in order to regulate the learning cycle
  and to achieve academic goals.

5
Five features of self-regulated learners

• Knowledge Possessors
• Knowledge Utilisers
• Self-Motivators
• Reflective Thinkers
• Personal Learning Responsibility
• One way to increase learner responsibility is to
  develop self-regulated learning skills and
  encourage learner autonomy.
• (Heo, 2000)

6
Key SRL Strategies

• The Key Competency Group Managing Self includes
  the ability to set and achieve goals, make
  plans, estimate time persevere, be resourceful,
  get through hard patches self-monitor,
  self-evaluate and change course when necessary
  identify and take action regarding ones
  individual and collective rights, interests,
  responsibilities, limits and needs take
  increasing responsibility for learning and, act
  within the big picture/larger context.
• This key competence group encompasses key
  features of self-regulated learning, that is,
  setting and achieving goals, time management,
  planning, self-monitoring, self-evaluating and
  taking control of ones learning.
• This key competency group is about managing
  oneself as an individual while remembering that
  we are always acting in a social context.
  Developing inner independence comes from being
  given manageable amounts of responsibility for
  choosing when and how to go about learning (New
  Zealand Principal, 2004).
• Metacognitive Strategies, ie, planning,
  monitoring, selecting, evaluating, revising all
  covert processes.
• Cognitive Strategies, ie, personal control
  processes used during learning to attend,
  remember, learn and think.
• Motivational Strategies, ie, orienting to
  learning, a belief they can achieve the task,
  searching for understanding, and
  self-reinforcement.
• SRL Tools physical tools to be used in
  conjunction with the Cognitive Strategies to
  develop and activate personal control processes.

7
Cycle of Self-Regulated Learning

1.
Plan/Forethought Stage
analyse the learning task set
goals
plan learning strategies.
3. Evaluate/Self-Reflection Stage Self-evaluation
adaptivity evaluating the process and the
product
2. Monitor/Performance/Volitional Control
Stage Attention focusing implement the plan
monitoring performance throughout,
self-instructing Reflection goes on throughout
the SRL cycle. Self-questioning facilitates the
reflective process.
8
Cycle of Self-Regulated Learning
Stage Strategy/Tool/Activity
1. Plan/Forethought Stage Analyse the learning task set goals plan learning strategies. Share the learning intentions Developing the success criteria Setting goals daily (behavioural academic)
2. Monitor/Performance/Volitional Control Stage Attention focusing implement the plan monitoring performance throughout self-instruction. Monitoring daily goals On task/off task check sheets Use of carrels Use of personal CD player baroque music Timeout capsule Use of STARS Performance time Formative feedback from teacher Monitoring work against success criteria.
3. Evaluate/Self-reflection Stage Self-evaluation Adaptivity Evaluating the process and the product. Self-assessment Formative feedback from teacher Developing next learning steps Self-reflection in Learning Log Post-tests So what! What now!
9
Goal Setting

• Goals focus the learner
• High goals will energise the learner
• Goals increase students persistence
• Goals set by the learner are more motivating
• Effective goals are specific, immediate and
  challenging.

10
Goals Setting as a vital ingredient of SRL

• Use individual goal setting books
• Display the learning intentions
• Allow students to set and assess their own goals
• Ensure goals are measurable
• Ensure goals are challenging

11
Self-Regulating Checks Self-Regulating Checks
I am on Task I am not on task

12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
Creating a conducive environment for SRL Based
on the constructivist principles of guiding
students to formulate and research their own
questions (inquiry), of allowing multiple
interpretations and expressions of learning
(multiple intelligences), of encouraging group
work and the use of peers as resources
(cooperative learning), and of connecting new
knowledge to existing knowledge. It emphasises
reflection and learning through self-assessment.
16
Life-Long Learning Life-Long Learning Life-Long Learning Life-Long Learning
Learning To Know Learning To Do Learning To Live Together Learning To Be
Learning to know by combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subjects.
Learning to do in order to acquire not only skills but also, more broadly, the competence to deal with many situations and work in groups.
For learning to live together it essential to develop an understanding of other people and an appreciation of interdependence learning about human diversity and to instill in them an awareness of the similarities of people.
And, finally, learning for life means learning to be - being able to develop better your individual personality and, with more autonomy, being able to act with a better sense of judgment and increasing sense of responsibility.
Taken from Learning The Treasure Within.
UNESCO report for Education for the 21st Century,
published by the German UNESCO Commission.
Neuwied Kriftel Berlin Luchterhand, 1997, S.
83
17
Alexandra Primary School Prototype Curriculum
Framework
UNESCO Pillars of Learning

Life-Long Learning Learning to Know
Learning to Do
Learning to Live Together Learning for Life
Learner Attributes Inspired about
learning Optimistic about their
opportunities Good social skills demonstrating
citizenship, empathy, strong values Aware of
strengths High self-belief Brave
Risk-takers Ability to learn and achieve
Alexandras Pillars of Learning Main Curriculum
Implementation Elements
Key Competency Group Skills Belonging Making
Meaning Thinking Relating Contributing Managing
Self Literacy Numeracy
Knowledge Social Studies Science Technology Health
PE The Arts
Essential Skills skills to enhance
learning Inquiry Learning Strategies
Thinking ICT Self- Regulated Learning
Multiple Intelligence Approach Catering for
individual needs Developing strengths weaknesses
Integrated Inquiry Curriculum Students as
powerful learners Connecting Learning
Building Positive Relationships Learning to
learn with/about others
18

• Creating a conducive environment for SRL
• Why MI?
• You may come to regard intellectual ability more
  broadly.
• You will provide opportunities for authentic
  learning based on your students' needs, interests
  and talents.
• Parent and community involvement in your school
  may increase.
• Students will be able to demonstrate and share
  their strengths.
• When you "teach for understanding," your students
  accumulate positive educational experiences and
  the capability for creating solutions to problems
  in life.

19

• Why Inquiry Learning?
• The inquiry approach to learning and teaching
  supports contemporary learning theory. This
  approach is built upon the idea that students are
  actively involved in learning and continually
  reconstruct understandings in the light of
  experience.
• It encourages students to participate in active
  investigation, and to integrate, rather than
  separate knowledge, as they move from acquisition
  of facts to the development of deep
  understanding.
• The planning process described as Integrated
  Inquiry by Kath Murdoch, is a model in which a
  sequence of activities and experiences is
  developed to build on and challenge student
  perceptions.
• This sequence is inquiry-based in that it begins
  with students prior knowledge and experience and
  moves through a deliberate process wherein that
  knowledge is extended, challenged and refined.
  Kath Murdoch, Classroom Connections, p5
• In this model, teachers are encouraged to group
  activities and learning experiences under the
  following broad headings
• Tuning in
• Finding out
• Sorting out
• Going further
• Making conclusions
• Taking action

20
MI /Blooms/Inquiry Planning

• Big topic/idea from students
• Teachers fertile question
• Key curriculum concepts
• Key skills
• Links to main ELA AOs
• Learning intentions developed
• Blooms/MI activities developed
• Immersion activities
• WWK/WWTHWK/WWWTK
• Student driven activities incorporated

21
Conducive Learning Environment SRL success

• MI
• Blooms (HOTs)
• Inquiry
• SRL academic achievement

22
Key competency group Managing Self

• Managing self includes making plans,
  self-assessing, setting and achieving personal
  goals, developing strategies to overcome hurdles
  and knowing when a change of course is advisable.
  
• MOE June 2005