PROMOTING SELF-REGULATED LEARNING IN THE CLASSROOM By Stefan Stipp Are your students ready to earn their learner`s license?

This is the first year that I have enjoyed learning, and I discovered that it wasnt because the material was better but it was because I learned to engage my brain. The minute I engaged my brain the lessons became interesting and I wanted to learn. Through every unit in SS this year I have wanted to suck all the knowledge I can get, out of the class. The basic tools have been a huge help for me and my attitude towards school has changed tremendously. Chelsea Vanranden, student in a class promoting self-regulated learning Defining self-regulated learning We want students to become increasingly independent as learners. Our students minds should be on grappling, questioning and making meaning of what is being learned at any given time. Ideally, students should engage this way habitually and without prompting. Self-regulated learners are metacognitive, motivated to learn, and strategic (Perry & Rahim, in Press, Winne & Perry, 2000; Zimmerman, 1986; 2008). Metacognitive means that students are aware of their learning process and able to reflect on its effectiveness and able to make appropriate adjustments. Motivation implies they want to actually learn, not just complete tasks perfunctorily. In addition, self-regulated learners use strategies to help them learn effectively. For example a student might write concise summaries of content they just learned to confirm understanding. It might look like this:

We are to

trying

cultivate a mindset in our students something like this: Im here to learn because it matters to me and I know how to learn and will take responsibility for my learning by constantly asking myself: Whats the best way for me to learn right now? The Critical Thinking Consortium 2011

Self-regulated learning and self-directed learning However, self-regulated learning (SRL) is not the same as self-directed learning, which refers to the opportunity and ability to set ones own objectives and learning path. In the context of learning in the 21st century it is often described as personalized learning based on student interest at any time, any place and any pace facilitated by learning technologies. Regardless of the merits of this approach, effective self-directed learning is not possible if students are not selfregulated learners. Self regulation is a necessary precondition to self-direction and hence an essential attribute of 21st Century learners. Moving students toward self-regulated learning To move students toward self-regulated learning in the classroom students need to be engaged in learning, they need to be taught specific strategies and instruction needs to be structured to facilitate self-regulated learning. Student engagement is a huge topic and is explored elsewhere in detail. Our focus here is on teaching strategies and changing instruction to facilitated selfregulation. Students are given and explicitly taught a set of learning strategies Getting a learner`s license The approach detailed in this booklet encourages teachers to explicitly teach a set of basic strategies (tools) for self- regulated learning (see Black line master 2) Once students master these tools they apply for their learner`s license (see BLM 1, 3, 4) which gives students increased choice during designated periods about how they learn, with whom the learn and even where they learn. Each classroom teacher decides on the nature of these new freedoms depending on grade level, nature of the course and teacher comfort level. For example, student with their learner`s license may choose to learn about a certain topic individually in the back of the class rather than listening to the teacher`s lecture. BLM 1, 3 &4

Explicit instruction of strategies giving students the tools they need Theres a need to explicitly teach and make conscious individual strategies for selfregulated learning, the kind most of us use subconsciously and habitually. BLM 2 That`s where the basic tools for learning (see BLM 2) come in. This is a beginning set of strategies for students to apply purposefully to their learning. The various tools should be introduced one or a few at a time and teachers should continually push students to make each tool their own. Students should have constant access to the handouts (see BLM 1,2). One idea is to laminate a class set and have each student pick one up as they come in. Another possibility is for students to have learning logs (spiral notebooks) with the Learner`s license and tools handouts taped on the first two pages. The logs are for students to use the tools. They might write learning targets, write summaries, create concept maps, etc. Gradual release of responsibility These strategies are introduced to students using the gradual release of responsibility framework: 1. Introduction Introduce the strategy and explain why its useful. 2. Modelling Show students how it works. 3. Guided Practice Give students various opportunities to use the strategy and provide frequent feedback. 4. Independent Practice Students assume full responsibility for using the strategy. 5. Metacognition Students analyze their use of strategies to continuously improve. The Critical Thinking Consortium 2011

How one might teach two of the tools: activating prior knowledge and predict/ wonder What follows is a sample gradual release of responsibility during a unit on Canadian government. It uses powerpoint slides for the visuals but they could easily be done with simple drawings on a whiteboard. All italic text is what the teacher might stay to his/her students. 1. Introduction Before you start learning something new it helps your brain if you get it prepared. Think of your brain as a filing cabinet. If figure out what you already know about the topic and make predictions it helps open the right drawer in your brain before the new information arrives making it easier for your brain to make sense of it and to store it efficiently. Opening the right drawer giant filing cabinet. Your brain is like a helps you make sense of and store information.
He hangs from beam in winter upside down But in the spring he right side up lets go And flutters and there zigzagly flown Till chimney of the house quick-slow He pendulum-spirals out in light low Of sunset swinging out above the lawns Gathering sinking insects sag downflow Returning as the light on green world dawns And down the chimney disappears nimble To the cellar where they catch mice with a thimble. James Reaney

To see how this works, read the poem on the left and try to make sense of it. You probably found that a little challenging. But what if you found out the poems title was The Bat? If you re-read the poem now, youll find that it far easier to make sense of. Thats because you already have a file in your brain labelled bat and when you open it everything you already know about bats can be used to make sense of phrases like, hangs from beam. Opening the drawer is a metaphor for accessing knowledge you already have about what youll be learning and awakening curiosity about it.

2. Modelling Use think aloud and write aloud Lets see what this looks like in our Canadian government unit. Take a look at the powerpoint:

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Teacher to class: If I walked into class and saw this slide on the screen how might I activate prior knowledge? What might be going on in my brain? Let me walk you through my thoughts: (teacher could write this on the board or type it as they speak) Is our way of electing politicians effective? I dont know much about how we elect our politicians. I know that they have to get seats but I dont know how they get them. Ah, I see Ill learn about what a seat represents and what a riding is. Im predicting that each seat represents a riding. I know the PM is really powerful and always on the news and I know its Stephen Harper but Im shocked to see that he can get his job without getting elected. That seems all wrong. That riding picture looks like the lower mainland so all those little bordered areas are ridings? Why are some bigger than others? I know that the House of Commons is where they argue all the time and try to make the other person look foolish because Ive seen it on TV. Stephen Harper won his riding by a lot so he did get elected. There must be a little area like the New Westminster on in Calgary. Is that were Stephen Harper lives? I thought he lived in Ottawa. Ill have to ask about that. Get students to copy the following graphic organizer into their learning log or give them a printed version: What I know Predict/ guess Questions

Randomly select students to help you fill out the organizer. John, can you identify one example of where I activated prior knowledge? Gurpreet, can you identify one example of where I made a prediction/ guess? Emily, can you identify one example where I wondered/ asked a question?etc. The teacher fills out the chart as responses are given and adds any others. The final chart might look like this: Topic: Canadian government What I know Predict Wonder
Politicians have seats House of Commons is were Canadian politicians argue PM is Stephen Harper and hes very powerful Calgary has an area (riding) just like New Westminster Each seat represents a riding What exactly is a seat? Why are some ridings bigger than others? How can the PM get to be PM without getting elected? Why does the PM live in Ottawa but have won in a riding in Calgary?

3. Guided practice The next day have students complete the graphic organizer for a powerpoint slide that introduces a new lesson. Circulate and give feedback in class and/ or collect these and provide written feedback. Continue guiding the students until each is proficient. The goal is not the perfunctory completion of the chart; rather, its genuine deep thinking about what they know, predict and wonder. 4. Independent practice Once most students are proficient with these tools additional pre-learning tools are introduced until all of the pre-learning graphic organizer is addressed (BLM 7). Again, a gradual release of responsibility approach is The Critical Thinking Consortium 2011

BLM 7

advisable although things tend to move much more quickly at this stage. At this point students are given increased freedom about how they do their pre-learning. They are encouraged to try different ways of pre-learning. For example, instead of the pre-learning chart they may create a web, or chat with their neighbour. Initially these explorations are teacher monitored but the goal is not the filling out of the pre-learning chart; rather it is unprompted, self-regulated use in ways meaningful to the student. 5. Metacognition Metacognition isnt really step 5; rather, it should be happening throughout the process. Students should be constantly encouraged to question whether the tools are working for them and thinking about ways to use them more effectively. The gradual release of responsibility framework encourages this because students are watching the teacher think about his/ her thinking and they are given feedback about their thinking. Students are also pushed to think about their thinking when they complete the Learners license self-assessment (BLM 3 & 4) and eventually when theyre creating their own personal tool box (BLM 5). BLM 5 Students taking ownership of the tools Once a number of strategies have been taught this way the teacher also gradually releases the responsibility of choosing an appropriate strategy so both the choice and execution are completely self-regulated by the student. Eventually students create their own personal toolbox where they can adapt some of the basic tools and add their own. Each student`s tool box should continue to evolve as she is exposed to and discovers more tools. Three other strategies to promote self-regulated learning Strategy # 1: Continuous Monitoring - Red/ Yellow/ Green Cards Each student is given a set of red/yellow/green cards. As a check for understanding the teacher asks students to hold up the card that corresponds with their level of understanding. Red= I have no clue; Yellow= I somewhat get it; Green= I totally get it. Students are held individually accountable by being randomly called upon to explain their understanding. This also helps address the danger of students erroneously believing they understand. For example, Ms. Nielsen has just taught her Math class how to calculate the area of a rectangle. To check for understanding, she asks them to simultaneously flash their cards on the count of three and most hold up green cards with a few yellows and one red. She calls on a green person to solve a sample rectangle and then asks the whole class to flash their cards again paying particular attention to the yellows and red from before. There are still three yellows and one red leading her to assign five practice problems to the class to give her time to work with the four students who need help before moving on to the next topic. Consider how this might have looked without the red/yellow/green strategy. The teacher might have asked for a volunteer to answer the sample rectangle and gotten the false impression that it was time to move on. Or she might have said, Put up your hand if you get this. Seeing the majority of hands go up might cause the ones who dont really understand to join the group. Its also harder to notice a few missing hands. The advantage of the cards is that everyone raises their cards simultaneously and that they provide a quick and clear visual of perceived understanding.

Strategy # 2: Continuous Self-Monitoring Red/ Yellow/ Green Stackable Cups The Critical Thinking Consortium 2011

The next step in using this strategy is to use red, yellow and green plastic cups. Whichever cup is stacked on top (and hence can be seen) represents the students perceived level of understanding. The students are responsible for stacking their cups to show their level of understanding and to constantly update them without prompting as the lesson progresses. This version shifts the ownership of the learning process to the students. It also provides students with a low key way to communicate to the teacher that they are lost. It takes far more courage to raise your hand in the middle of a teachers explanation to say you dont understand than to subtly place the red cup on top of your stack. It also raises the level of concern as students have to pay attention to be able to keep their cups updated. The cup variation is especially suited to an inquiry minded classroom because it constantly pushes students to independently inquire into their own learning process. Continually self-questioning their understanding will help develop metacognitive skills essential for truly autonomous learners. Furthermore, by giving students a voice even while the teacher is talking, it encourages the teacher to listen and to adapt his lessons accordingly. The cup is an instant conversation starter when a teacher is circulating the room. Crouching beside a student showing a yellow cup the teacher might say, What are you having trouble with? or, How can I help? Conversely, she might ask a green student, Can you explain? Once a strong community of inquiry has been established, one in which students support one another in the learning process, the cups (or cards from above) can also be used to facilitate peer teaching. The teacher can quickly pair up green and yellow/ red students for this purpose. BLM 7 Strategy # 3: Self-assessment of Assignments Self-assessment is nothing new but this version gets students to take responsibility of making sense of the assigned task and of assessing their performance in light of criteria. After an assignment is introduced by the teacher, students answer three questions demonstrating their understanding and purpose of the task (see BLM 5). After completing an assignment, students self-assess on the same sheet. Before actually submitting the assignment, they address the shortcomings they identified through the self-assessment process for homework. When they submit the finished version they add to the self-assessment in a different colour pen, noting their new level of understanding, which improvements were made and what (if anything) still needs work. After receiving their graded assignments back, students have further opportunities to improve their work and to self-assess each time. While the process is quite formal and time-consuming initially, after doing this on a regular basis, students should habitually self-monitor their work on assignments in light of the evaluation criteria.

The Critical Thinking Consortium 2011

Classroom practices that promote self-regulated learning Students cant apply the strategies if teachers dont lay the groundwork by organizing lessons to facilitate self-regulated learning. Fortunately, the principles that apply are completely congruent with good teaching. The following are all helpful in promoting self-regulated learning: Engaging learning intentions are visible when students enter the room The government powerpoint above is an elaborate example. However, the basic format question of the day/ what you will learn/ what you will do works well without visuals. This also pushes the teacher to be clear about the lessons purpose. Handouts are either on student desks when they arrive or piled by the door for pick up This is great way for students to develop the habit of pre-learning. How often do students entering a class ask, What are we doing today? The handouts and learning intentions are the perfect answer. Time is built in for students to use self-regulated learning strategies If students are to really think about their learning, teachers need to slow down and provide opportunities for pre-learning, making sense of material and reflection. Self-regulated learning is unlikely to happen if our focus is coverage vast amounts of detailed information because students will be unable to truly internalize it. Instruction is inquiry based rather than transmissive If units and lessons are framed around critical challenges asking students to make reasoned judgments about the content rather than simply spoon-feeding the content for regurgitation on a test, students have a greater need to self-regulate because passively receiving information is not an option. This is true for the content of the lesson and the procedures of the classroom. Incorporating a rule like the following into your course can be effective: One of the main goals of this class is to teach you to become better thinkers. To help you think independently and critically, the teacher will rarely answer tell me what to do and think questions. He will only answer help me advance my thinking and actions kinds of questions. Seating plans make it easy for students to collaborate Purposeful talk shows students the thinking of their peers and advances their own thinking. If teachers provide opportunities for students to talk about their use of the basic tools it creates collaborative metacognition which promotes increased self-regulation since students see additions examples of it in action. Students sitting in pods or pairs works best. Works cited and additional readings
Abbott, Mary. (2009). Nurturing literacy tools for self-regulated use. The Critical Thinking Consortium. Butler, Deborah. (2002). Individualized instruction in self-regulated learning. in Theory Into Practice, Vol 41, No. 2. Neufeld, Paul. (2009). Reading Comprehension Strategies in Social Studies. in The Anthology of Social Studies. Roland Case and Penney Clark, Eds. Pacific Educational Press. Perry, Nancey and Ahmed Rahim (2011) (unpublished manuscript). Studying self-regulated learning in classrooms. Wilhelm, J. (2004). Reading IS seeing: Learning to visualize scenes, characters, ideas, and text worlds to improve comprehension and reflective reading. New York: Scholastic. Wormelli, R. (2005). Summarization in any subject. Association for Supervision and Curriculum Development: Alexandria, VA. Zimmerman, Susan and Chryse Hutchins. (2003). 7 keys to comprehension: how to help your kids read and get it. New York, Three Rivers Press.

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BLM 1

GETTING YOUR LEARNER`S LICENSE

Too much spoon-feeding
Most teachers are good at spoon-feeding their students. We tell our students what, when, where, how and with whom to learn. Most students are good at being spoon-fed. You sit passively in class, waiting for the teacher to tell you what to do and often complete your tasks with little thought. The trouble with this is that it leads to little meaningful learning. While this picture may be overly negative, it points to an underlying truth. Far too many of you will leave high school dependent on your teachers to learn. The basic tools on the next page are designed to help you become self-regulated masters of learning. Using these tools will push you to take ownership of your learning at school and beyond so you have the motivation and the skill to learn just about anything.

How to use the basic tools for learning

Learning requires active participation from the learner. That means you are constantly talking to yourself in your head to make sense of the new stuff entering your brain. The basic tools will help you learn better and independently. Theyre not steps to learning but strategies to help you get ready to learn (Pre-learning tools), help you make sense of what you`re learning (On the task tools ) and to help you use what you`ve learned (Demonstration) tools). As you work with these tools, youll learn to select the most appropriate ones for the task at hand. Eventually, youll revise these tools and develop your own that best suit your needs. Earning your Learner`s License Once your selection and use of basic tools becomes a habit of mind, youll be truly empowered to learn not just in school but anywhere, any time. In class, you`ll become an increasingly self-regulated learner meaning that you`ll take charge of your learning. When you reach the almost independent and completely independent levels on the rubric below you can apply for your Learner`s License which gives you increased freedom as a learner: Certain tasks will be optional (ex. pre-learning charts) Of course, if you abuse your privileges, your license will be suspended or revoked.
Completely selfregulated

During designated periods you may choose how you learn, with whom you learn and where you learn. You may negotiate assignments.

Levels of Self-regulation selfAlmost

regulated

Some self-control

Minimal self-control

Completely dependent

I am fully aware of what I need to learn, why Im learning it and how to make sure I learn it. I take complete charge of my learning.

I am aware of what I need to learn, why Im learning it and how to make sure I learn it. I often take charge of my learning.

Im sometimes aware of what I need to learn, why Im learning it and how to make sure I learn it. At times I take charge of my learning.

Im rarely aware of what I need to learn, why Im learning it and how to make sure I learn it. I rarely take charge of BLM 2 my learning.

Im not aware of what I need to learn, why Im learning it and how to make BLM 2 sure I learn it. The teacher is in charge of my learning.

BASIC TOOLS FOR LEARNING

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Two big questions to keep asking yourself while learning:

Am I learning optimally right now? Which tool would help me learn better?
Pre-learning tools

Learning target Look at handouts, textbook, board, screen Prior knowledge - Create a hook in your brain Predict and wonder

What am I about to learn/ do? What will I be able to know or do? How will I know Ive done it well? What do I already know about this topic? What could I consult (previous notes)? What do I think Ill learn? What questions do I have?

Think of reasons for learning this Why should I bother learning this? Interesting, challenging, improve my life, connect with others, expand my vista Create your own tool On the task tools Write understandings as you read/ listen/ watch. Abbreviations will make you more efficient. For example:
c. = circa = approximate b/c = because + = and \ hr = hour pop = population vs. = versus = leads to w/ = with govt = government

Visualize what you are learning. Draw it.

What does it look like? Check your understanding Am I getting this? What am I getting? What am I not getting? Use symbols to interact with what you read, hear or write. For example:
- get it ?? confused - agree X - disagree

Troubleshoot if you dont get something

How could I figure this out? Reread, look ahead, connect to what I already know, collaborate, ask for help.

Create your own tool Demonstration tools

Write a concise summary

What is the main idea of what I learned? What is the essence of what Ive learned? How does this all fit together?

Create a headline for your concise summary that packs maximum punch Create a concept map
Create your own tool

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BLM 3

SELF-REGULATED LEARNING ASSESSMENT Name_________________________ Use of tools List the powertools you use, how you use them, and what makes them work/ not work for you. Example: Write understandings When Mr. Stipp explains a ppoint, I write what makes sense to me in my llog without him telling me to. This works because it helps me realize what I dont get and it keeps me focused. Pre-Learning Tools

On the task tools

Demonstration tools

Level of self-regulation

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BLM 4
Completely selfregulated Almost selfregulated Some self-control Minimal self-control Completely dependent

I am fully aware of what I need to learn, why Im learning it and how to make sure I learn it. I take complete charge of my learning.

I am aware of what I need to learn, why Im learning it and how to make sure I learn it. I often take charge of my learning.

Im sometimes aware of what I need to learn, why Im learning it and how to make sure I learn it. At times I take charge of my learning.

Im rarely aware of what I need to learn, why Im learning it and how to make sure I learn it. I rarely take charge of my learning.

Im not aware of what I need to learn, why Im learning it and how to make sure I learn it. The teacher is in charge of my learning.

Circle your level of self-regulation in the rubric below. Improvement plan Explain how you plan to improve your level of self-regulation.

Getting licensed

If you`ve circled almost self-regulated or completely self-regulated and you offer sufficient support for that assessment, you will receive your own Learner`s License (yes, will have your picture)

it

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BLM 5

MY PERSONAL TOOLBOX

Am I learning optimally right now? Which tool would help me learn better?
Pre-learning tools

On the task tools

Demonstration tools

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BLM 6

Pre-learning graphic organizer

Lesson title: What I know

Predict/ guess

Questions

Learning target

The point of learning this

LEARNER`S LICENSE (1)

GUILDFORD PARK SECONDARY

STIPPVILLE

Expand your Vista

LL:0001 STIPP, STEFAN

Issued: 2011- Sept-1 Expires: TBD Class: 1 Freedoms: negotiate assignments during designated periods can choose how to learn, with whom to learn and where to learn use cellphone for research

1970 May 27

1970

Here`s a sample Learner`s License. This simple one was created using the tables function in MS Word. A template is included on the disk that comes with this resource

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BLM 7 Self- Assessment for __________________

What am I supposed to do for this assignment? Whats the point of this assignment?

Name_________________
Self check
How clearly do I understand what is required? Very clear Fairly clear So so Very confused How clearly do I understand the purpose? Very clear Fairly clear So so Very confused How clearly do I understand the criteria? Very clear Fairly clear So so Very confused How well have I done? Very well Fairly well So so Very poorly How well have I assessed what I need to do to improve? Very well Fairly well So so Very poorly N/A How useful is my action plan Very useful Fairly useful So so Not useful at all N/A

Answer in my own words

What are the criteria of quality for this assignment

What have I done well in light of the criteria? What do I understand well? What needs improvement in light of the criteria? What dont I understand well? What will I do to improve this?

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BLM 7

Sample for a Science poster project on cells. The underlined text was written after the student revisited the assignment as a result of the self-evaluation BLM 5
Answer in my own words Create a diagram that shows how a cell works and make the diagram like a factory. Self check How clearly do I understand what is required? Very clear Fairly clear So so Very confused How clearly do I understand the purpose? Very clear Fairly clear So so Very confused How clearly do I understand the criteria? Very clear Fairly clear So so Very confused How well have I done? Very well Fairly well So so Very poorly How well have I assessed what I need to do to improve? Very well Fairly well So so Very poorly N/A How useful is my action plan Very useful Fairly useful So so Not useful at all N/A

What am I supposed to do for this assignment?

Whats the point of this assignment?

To help me understand the complexities, the inner workings of a cell and to show that understanding.

What are the criteria of quality for this assignment What have I done well in light of the criteria? What do I understand well?

Organelles should be clearly and completely labelled, I need to write in my own words, the factory comparison needs to show that I get how a cell works.

All of the organelles are there and the labels have all the info about them. I wrote them in my own words for the most part but some of the technical stuff obviously cant be in my own words. After talking to Joey and Sally I get how it all fits together now and I added some connecting arrows to my poster to show it. Im still not sure if I get how a cell works and how thats like a factory. I get the separate parts of the cell the organelles but Im not sure how it all fits together. I dont know what else to improve now. Ask Joey to explain it to me and if I still dont get it ask Mr. Stipp. Done.

What needs improvement in light of the criteria? What dont I understand well? What will I do to improve this?

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