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Paris, S. & Paris, A. (2001).

Classroom Applications Key features of successful interventions:


of Research on Self-Regulated Learning. Must provide students with a number of strategy options
Educational Psychologist, 36(2), 89-101. Students must be aware of the strategies available and when is most appropriate to implement them
Success must be attributed to eort rather than fixed external or internal factors
This has implications for messaging
Eective strategies can be learned from peers if students are given situations to make strategies observable and salient
Strategies should be embedded in daily activities to promote integration and practice

Cognitive Engagement
Students perform better when they are given the choice of open-ended tasks (choosing what they would like to do) and can often set the diculty and
create goals eectively - better than a work sheet

Learning depends on the assessment of both product and process


Self-assessment encompasses all three levels of SRL - behavioural, motivational, and aective
As students learn to monitor as assess their actions, they are able to evaluate a greater number of dimensions
Self-assessment aids in internalizing a set of standards for evaluation and judgement of learning
Can aid in more frequent positive self-assessment and create a positive sense of self-ecacy and ability - promoting goal-setting,
motivated strategy use, and achievement (Schunk & Ertmer, 2000)
Should inlaced self-appraisal (review and evaluation) and self-management (monitoring and regulation)

Classroom Applications
1. Self-appraisal leads to a deeper understanding of learning
Analyzing personal styles and strategies and comparing them with other peers
Evaluating what a student knows and does not know about material
Promote periodic self-assessment of the learning process

2. Self-Management of thinking, eort, and aect promotes self-regulation, motivation and self-ecacy
Set appropriate, student created goals
Planning and monitoring to accomplish goals - how are you going to increase your knowledge of the cardiovascular system?
Mastery based - this needs to be expressed overtly
Consistent review can increase the personal standards for performance
3. Ways to teach self-reflection
Explicit instruction, direct reflection, metacognitive discussions, and participation with experts
Activities that entail reflective analysis of learning
Self-Regulation can be promoted by assessing, charting, and discussing evidence of personal growth
4. Self-regulation is linked to identity
participation in a reflective community can promote frequency and depth of self-regulation habits and adapt identifiers

Pintrich, P. (1995). Understanding Self-Regulated Three dimensions of learning


Learning. New Directions for Teaching and Learning, Behaviour - resources and strategies available
63(1), 3-12. Motivation and aect - self-ecacy, appraisal, identity
Cognition - metacognition, thinking strategies, monitoring
How peer teachers can create activities,
model/message, and provide feedback How self-regulated learning relates to these dimensions
Control
Goal setting
This is a great learning opportunity - explain why Individualization
they are important (social and cognitive
congruence), the explain how they can make a Why is this important at the college level:
change All students can learn to become self-regulated
Self-regulated learning is controllable - all aspects are manageable by the learner
The freedom of college education requires it
How to design probing questions to get to this. How Teachable, and should be taught
well do you feel you understand the material?
Students need to have greater awareness of their own behaviour, motivation, and cognition
Self-reflection is essential - students need internal feedback processes and external feedback processes to become aware of strengths and
Overall, the tasks students perform in the specific weaknesses associated with their learning
domain should be designed to promote aspects of Feedback about content is less successful - process is more important
self-regulated learning. Provide feedback or elicit regarding motivational beliefs and learning strategies

Students need to have positive motivational beliefs:


Performance orientation or outcome orientation (getting it done, or grades) is less successful than learning orientation
Promote self-ecacy - individuals should feel as though they can complete the task - modelling and feedback - if I did it you can too

Models
Do not hide the practices of self-regulation that one uses - these should be open and discussed just as much as the content

Students need practice


Guide students through the process of self-regulated processing - goal setting, self-evaluation, etc.

Zimmerman, B. (2002). Becoming a Self-Regulated What students need to know about themselves in order to manage their limitations during eorts to learn
Learner: An Overview. Theory into Practice, 41(2),
64-70. 1. Self-awareness and self-motivation

2.Component skills of self-regulated learning:


This is not much dierent then Pintrich - these three Setting specific proximal goals
categories still include behaviour, motivation, and Adopting strategies for attaining goals
cognition. Zimmerman simply breaks them down Monitoring ones performance
into more processes Restructuring ones physical and social context to reflect goals
Managing time eectively
Self-evaluating
Adapting future methods

3.Underlying beliefs
The goal here should be to first outline self- perceived ecacy, intrinsic interest
regulated learning, provide the structural framework
for the domains involved, then provide this as a Self-monitoring is essential in recognizing subtle progress in learning, reinforcing the areas mentioned above
general process.
Explain each realm - this would be a good area to
break the group up, and have them consider how
their practice as a peer tutor will relate to each stage

Novices generally fail to perform the forethought portion, and compare their performance to others who are also progressing
attribute causation to ability and fail to meet performance goals
Experts perform adequate forethought and are more focused on setting personal goals for mastery, make strategy attributions

Zimmerman, B. J., & Schunk, D. H. (2008). An Motivation is essential in stimulating attention to the feedback and monitoring processes utilized by learners.
essential dimension of self-regulated learning. Motivation correlates with goal setting behaviour, progress towards mastery, and eort
Motivation and self-regulated learning: Theory, Students with favourable motivational beliefs are more likely to ask for help as they believe it will facilitate their learning needs
research, and applications, 1.
Learning Goal Orientation
Students working towards mastery are more likely to be continuously motivated to perform tasks and self-regulated learning
Simply providing students with the information that learning goals strengthen knowledge and performance can stimulate their use (Blackwell,
Trzesniewski, Dweck, 2003)
Modelling or mentoring of this behaviour would work
Important to avoid outlining performance, or comparing to others as criteria
Student messaging is important - should present Emphasizing the mastery of content for road application
the idea that learning goals are more eective.
Students require positive self-ecacy
They must believe that they can complete a task
Peer-tutors should work to build positive self- Built by:
ecacy in students persuasion, observing models, somatic signs of energy or fatigue, results of enactments

Future time perspective


Message the importance of learning strategies to Buy-in to the relationship between the learning mechanisms and the future perspective is essential
obtaining success in preceptorship, workplace Students can use messaging to show how their participation in self-regulated learning has lead to their ability to enter preceptorship

Task Value
Attainment value - importance of doing well on a given task as it relates to identity
Intrinsic value - immediate enjoyment
Importance or utility - why a task is important to a student in terms of future plans
Costs - consequences for pursuing a task (time, etc.)
Help students recognize the controllable aspects of Expectancy - perceived ability to accomplish
their learning and how this relates to outcome Tutoring, or working, must show value, but not too much cost

Causal Attributions
Tutors should aim to provide feedback regarding Perception of the cause of outcome and how changeable this cause is
eort Stability is the likelihood that the outcome can change
Control is the likelihood that the cause is personally controllable
Provide feedback that encourages adaptive Eort feedback promotes the perception that eort is an important cause of success
inferences, or helps students avoid defensive
inferences Self-Reactions
Good self-regulated learners make adaptive inferences, such as modifying behaviour or strategy to be more eective rather than defensive inferences
such as task avoidance, procrastination, cognitive disengagement, etc.)

Online Inasmuch as there is not one theory or model of self-regulated learning (Puustinen & Pulkkinen, 2001; Zimmerman & Schunk, 1989, p. 1), I have chosen to
https://principlesoflearning.wordpress.com/dissertat identify here the common conceptions among them, as described by Zimmerman in the first chapter of each of the three volumes. First is the shared belief
ion/chapter-3-literature-review-2/the-human- that students perceptions of themselves as learners and their use of various processes to regulate their learning are critical factors in analysis of academic
perspective/self-regulation-zimmerman-schunk- achievement (Zimmerman & Schunk, 1989, p. 1). Second are the assumptions that students can (a) personally improve their ability to learn through
1989/ selective use of metacognitive and motivational strategies (p. 4), (b) proactively select, structure, and even create advantageous learning environments (p.
4), and (c) play a significant role in choosing the form and amount of instruction they need (p. 4). Third, is the definition of self-regulated learners as being
metacognitively, motivationally, and behaviorally active participants in their own learning process (Zimmerman, 1986, as cited in Zimmerman & Schunk,
1989, p. 4).

Finally, Zimmermans conceptual framework included four self-regulatory processes. The first is the self-motivation derived from setting academic goals, a
sense of self-ecacy, and values (p. 13). Second is the use of metacognitive strategies (p. 13). Third are the processes of self-monitoring and self-recording.
Fourth is the structuring of ones environment and the self-selection of exemplary models to observe (p. 15).

McCombs and Marzano (1990, pp. 54-63) and Schunks (2005) summary of Pintrichs model.

Locke, E. & Latham, G. (2006). New Directions in Goals should be specific, challenging
Goal-Setting Theory. Current Directions in
Psychological Science, 15(5), 265-268 Goals are the primary standard for self-satisfaction with performance - more challenging goals are more motivating because completion is more satisfying

Key moderators in goal-setting are:


Feedback - which people need to track their progress
Commitment - enchanted by self-ecacy
Task complexity
Situational constraints

Framing is important to ensure that challenging goals do not appear threatening


Feedback should promote self-ecacy, create a safe space, reduce the stress

Nicol, D. & Macfarlane-Dick, D. (2005). Formative Feedback influences how students feel about themselves - negative progress based feedback can inhibit self-ecacy
Assessment and Self-Regulated Learning: A Model Monitoring and goal setting are the other two factors that play a role as all three interact to create internal feedback
and Seven Principles of Good Feedback Practices. Feedback must be given in a way that facilitates active engaement of the student in order to actual promote internalization
Studies in Higher Education, 31(2), 199-218.
Supporting the Self-Regulated Learner:
1. Clarify what good performance is
- What is good performance
- How current performance relates to good performance
- How to act to close the gap
2. Facilitate self-assessment
- Student outcomes increased when self-reflection was promoted after giving feedback
3. Deliver high quality feedback - what does this mean?
- timely, positive, constructive, performance focused, provides mechanisms for improvement
4. Encourage teacher and peer dialogue
- Ensure the dialogue being used is understandable, students need to be able to have a dialogue about their feedback
5. Encourage positive motivation and self-esteem
6. Provide opportunities to close the gap
7. Use feedback to improve teaching

Butler, D. & Winne, P. (1995). Feedback and Self- Internal feedback is generated by the monitoring process
Regulated Learning: A Theoretical Synthesis. Feedback prompts - questions to aid in promoting backwards-reaching feedback (about what the student has already done) and forwards reaching
Review of Educational Research, 65(3), 245-281. feedback (about what they will do next)

Outcome feedback provides minimal external guidance for a learner about how to self-regulate
consider both task characteristics, and students progress
Promote online cognitive processing based on performance and progress cues
Task validity feedback - observers perception of the relationship between the tasks cues and achievement
How actually interpreting cues from he environment or task will aid in developing a better process
Cognitive validity feedback - how much is a student using a cognitive tool to aid in their progress
Functional validity feedback - Estimate of achievement and actual performance

Rowe, F. & Faery, J. Instructional Design Self-regulated learning is a multi-dimensonal relationship between cognition, motivation, behaviour, and context.
Interventions for Supporting Self-Regulated Planning and goal setting
Learning: Enhancing Academic Outcomes in Post- Activation of prior knowledge
Secondary E-Learning Environments. Journal of Self-Ecacy
Online Learning and Teaching, 9(4), 590- Use of cognitive strategies and resources
Self-monitoring
Self-observation
Self-evaluation
Goal progression
Controlling
Use of strategies to actually complete the task
Controlling the
Reflecting
Internal/external feedback
Self-evaluation
Comparison to internalized success criteria

Prompting (Bixler, 2008)


Promote students to stop and reflect on their own thoughts and learning strategies
Help students make ecacy assessments
Prompt examples:
How do i define the problem?
What are the parts of the problem?
Am I on the right track and how do I know?
What information is already provided?
What information do I need to generate?
Reflective question prompts have been shown to increase problem solving and SRL

Self-Monitoring (Chang, 2007)


Students were given the task of creating a study journal in which they tracked start and finish time of sessions, the place they studies, who they
studied with, and predict their scores compared to their tracking
Students in the tracking group performed better and scored better on a questionnaire of SRL

Kauman, 2008; Saito & MIwa, 2007 - prompts focused on metacognition and reflection promote self-regulated learning

Shen, Lee, & Tsai (2007)


Having students monitor their behaviours, and using Self-evaluation and monitoring
these reflection tools as a starting point for tutoring goal-setting and strategy planning
sessions - backward method use these journals as a Strategy implementation
place to enhance SRL methodology Monitoring
Had students monitor their behaviours week-to-week
Those who received training in the four categories and tracked their behaviour performed better

Use an electronic journal as a way for tutors to communicate to students - a place for students to reflect on learning, tutoring, and general performance.
Have core questions each week for students to reflect upon and tutors to engage with:
What idd I learn in this module
How did I learn the material
Confidence
Challenging
Strategy and approach

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