Download - Self-regulated learning: a practical guide
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SELF-REGULATED LEARNING: A PRACTICAL GUIDE
September 15, 2009
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Before we begin I want this to be helpful for you
Focus on your interests, questions, experiences…
We’re going to have to self-regulate (co-regulate) during our time together Define the task / activate relevant prior
knowledge Make a plan Execute, monitor, and adapt plan as
necessary Speak up! Interject!
Once finished: evaluate our effectiveness
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Defining the Task
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Questions for you How can school counselors contribute to
the academic mission of the school? Who taught you how to study?
Learning strategies? Monitoring? Adaptation when things go awry?
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Activating Prior Knowledge
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Self-Regulated Learning SRL is “an active, constructive process whereby
learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation and behavior, guided and constrained by their goals and the contextual features in the environment” (Pintrich, 2000, p. 453)
Four assumptions: Students are not passive learners Students monitor and adapt Students use goals to monitor and adapt SRL mediates between learner, context, and
performance
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Self-Regulated Learning SRL “compensates” for individual
differences Intelligence Personality/temperament Processing differences
SRL is not a skill or ability Self-directive process
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Zimmerman’s Model
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SRL Processes Setting specific, proximal goals Adopting powerful strategies to attain
goals Monitoring one’s performance Restructuring context Effective time management Adapting future processes
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Boekaerts’ Model of SRL Key points:
Social goals and cues influence upon how SRL is enacted
Social influences can lead to negative affect that must be regulated, or else rumination
Argues for dual-processing SRL model: Growth pathway: students value academic goal, want
to put energy into achieving, initiate activity Well-being pathway: students focus on cues in
learning environment, sensitive to unfavorable learning conditions, obstacles, drawbacks Use energy to prevent more bad things from happening
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Boekaerts’ Model SRL can be adaptive OR maladaptive
Regulate to achieve academic and social goals Students self-regulate to:
Develop competencies Increase sense of belonging Assist and empower others Protect own well-being and self-esteem Protect well-being and self-esteem from others
Above goals may be incompatible Students must then balance performance and well-
being
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Making a Plan
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Why Don’t Students Self-Regulate? “It looks boring!” – Situational and long-term
interest (catch and hold) “It IS boring!” - Motivation
“Whatever, I’m not even paying attention” – Self-handicapping
“I’m just not smart enough” – Implicit Theories of Intelligence
“I don’t think I can do it” – Self-efficacy “I don’t know how” – Expertise development “I don’t need to SR to do well” – Classroom
context; the dangers of “innate ability”
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Executing, Monitoring, and Adapting the Plan
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INTEREST
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Interest Personal Situational Both related to greater cognitive
engagement, persistence, enjoyment Some evidence situational may lead to less
cognitive processing, poorer recall, inability to transfer learned info
Catch and hold ideas
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Interest Situational interest fostered by:
Variety Novelty Diversity Meaningfulness Relevance Fantasy embellishment
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MOTIVATION
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Motivation matters! Two dominant theories of motivation:
Self-determination theory Achievement Goal/Goal orientation theory
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Self-Determination Theory (Ryan & Deci)
Emphasizes intrinsic motivation: need to be competent and autonomous in relation to environment Intrinsic motivation is a natural state; it
does not need to be created; rather, it is often extinguished
Extrinsic motivation: motivation to engage in actions that lead to desired results
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Self-Determination Theory (Ryan & Deci)
Relative to extrinsic motivation, intrinsic motivation associated with more: Interest Excitement Confidence Persistence Creativity Vitality Self-esteem
All of above associated with better academic performance
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Self-Determination Theory (Ryan & Deci)
Intrinsic motivation fostered when needs met
Focus on three innate psychological needs: Competence: need for mastering
environment Autonomy: internal locus of control Relatedness/belongingness: desire to
belong to or feel connected to group(s)
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SDT Intrinsic motivation decreases when people
cannot be autonomous/self-determining Not free to make choices Not free to take responsibility for actions Believe actions are extrinsically determined
External rewards squelch intrinsic motivation (sometimes)
Extrinsic motivators are not all bad! Working on paper to earn BA and get a good job: ok Working on paper just because parents will give you
$50: bad
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SDT Extrinsic motivation can grow into
intrinsic External regulation can grow into self-
regulation How? By meeting these needs:
Competence: optimal challenges; informative, encouraging but honest feedback; foster self-efficacy
Autonomy: feeling of choice, opportunities for self-direction, educators creating climate of support for choice, lack of perceived threats/consequences
Relatedness: feeling of connection with others
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SDT
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Achievement Goal Theory Achievement motivation Goal theory Goal orientation theory
Why do students choose to engage in some tasks and not others?
What are students’ goals when engaging in learning and academic tasks? Standards of comparison
Personal v. classroom goals
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Goal Orientations
Mastery goals: (learning or task goals) desire for increased knowledge or academic competence Internal success criteria, self-
comparison Willing to work toward
understanding Value learning Take risks to achieve goals
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Goal Orientations Performance goals: (ability, relative ability,
competitive, ego-involved goals) desire to do well to get recognition or avoid shame/embarrassment Want to be seen as smart Comparisons with others as the standard Competition, ranking = success Avoid errors, loss of status Grades more important than knowledge
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Goal Orientations Work-avoidant goals: exert
the least amount of effort to complete work Newer view
Reasons for work-avoidant goals May see no purpose to learning May find work boring, easy May be socially uneasy in
classroom Beliefs about intelligence:
work hard = dumb May have other needs
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Elaborating Mastery and Performance Goals
Mastery Performance
Approach: working for positive outcomes
(Map) Focus on mastering task; deep understanding
(Pap) Focus on being known as better than others; grades
Avoidance: working to prevent undesired outcomes
(Mav) Focus on avoiding misunderstanding, maintaining past performance no risk taking
(Pav) Focus on not looking dumb in comparison to others, being seen as dumb by others
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Performance Avoidance Do not want to look dumb
Self-handicapping Reducing effort Setting unattainably high goals Taking on too much Procrastinating Cheating Using alcohol, drugs
Allows students to justify poor grades using something other than their ability (or lack thereof)
These students consistently do the worst in school
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Goal Orientations and Achievement Mastery: consistently found to relate to
positive outcomes, choice, persistence Deep metacognitive and self-regulatory
strategy use Less frequent self-handicapping BUT NOT ACTUAL GRADES!
Performance: findings mixed Due to failure to consider approach v.
avoid? Pav: bad Pap: mixed
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IMPLICIT THEORIES OF INTELLIGENCE Entity to incremental Predictive of persistence, academic
performance Can lead to self-handicapping
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SELF-EFFICACY
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Self-Efficacy Bandura Judgments about ability to perform task Domain-specific Future-oriented Controllable outcomes only Self-Efficacy = “How well”
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Sources of Self-Efficacy Beliefs
Verbal persuasion: feedback Mastery experiences: past actions Vicarious experiences: observations of
like others More similar = more impact upon self-
efficacy Physiological arousal: “My heart is
racing, I must be worried about doing this.”
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Other Influences on Self-Efficacy Environmental conditions
Complexity of task, materials Nature and quality of support Importance of task Kind of evaluation Significance of feedback
Person’s domain knowledge and beliefs
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Effects of Efficacy Beliefs Choice of tasks
School/career choices Motivation Effort Persistence
Low efficacy = less effort, persistence Learning
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EXPERTISE
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What is expertise? Expertise =
Ability (less important) + Effort + Deliberate, sustained practice + Expert feedback
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What is expertise? Sternberg says:
Large schema/strategy/skill toolbox Choosing good strategies Understanding problems quickly High levels of automation Monitoring of problems and self Takes 5-10 years / 50,000 hours
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Skill Acquisition Stages
Knowledge accumulation: declarative Knowledge integration: conceptual
knowledge and scripts Automation and tuning: faster, stronger,
better Do skills differ from strategies?
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Deliberate Practice Intentional Goal oriented Systematic In authentic setting Feedback
Experts Self Books/guides
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What comes first?
Practice Talent Expertise
Talent Practice Expertise
Talent
Practice
Expertise
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Limits of expertise Can’t be expert >1 field?
Expertise is domain-specific Conceptual rigidity Expert blind spot effect
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CLASSROOM CONTEXT, INNATE ABILITY
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Classroom Tasks that Support Student Motivation
Think about context! Dewey: interesting, complex, authentic
tasks Blumenfeld: classroom tasks socialize
students to academic domains, expectations
McCaslin: kinds of tasks in classrooms help students determine importance of academic domain
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Classroom Tasks that Support Student Motivation
Task characteristics are not static! Vary by:
Personal characteristics (understood prior to sociocultural)
Domain of study Instructional goals Familiarity with instructional processes Time of year
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Classroom Tasks that Support Student Motivation
Motivation fostered by: Moderate challenge Interest Curiosity Increased student control Embedded short-term goals
All of above determined by interaction of individual with context How teacher designs, presents task Sociocultural values
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Classroom Tasks that Support Student Motivation
Students want a sense of control of tasks and their difficulty Start complex but allow for control Hands-on experimentation and research Problem-based science
Students also want a sense of meaningfulness of tasks, and themselves to teachers
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Instructional Practices that Support Student Engagement
Generally good practice: Clearly communicate expectations Provide motivational messages about
success and failure Give informative feedback Display positive emotions Model and use effective strategies Create sense that teacher has high self-
efficacy for teaching
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Instructional Practices that Support Student Engagement
Scaffolded instructional discourse: explaining, modeling, aiding understanding Prompting students to explain and justify
Non-scaffolded instructional discourse: drill and kill, no explanation
Scaffolded motivational discourse: focus on learning and improvement, positive emotions, promote collaboration
Non-scaffolded motivational discourse: focus on student mistakes, negative affect, foster social comparison
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Instructional Practices that Support Student Engagement
Teacher curriculum choices Teacher ability to adapt instruction
Don’t lower expectations Adapt scaffolding and support
Cognitive apprenticeship: Joint goal-oriented problem solving Model teacher thinking and planning Encourage metacognition and planning Fade scaffolding
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Classroom Relationships that Support Student Motivation
Self-determination theory Belongingness Caring communities
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Classroom Relationships that Support Student Motivation
Teachers perceived as caring: Make class interesting Talk and listen to students Are fair Ask if students need help
Teachers perceived as uncaring: Go off topic Do not explain when students confused Embarrass or yell at students Forget students names, demeaning
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Classroom Relationships that Support Student Motivation
Students need to feel that adults value: Students Students’ input Students’ learning styles Students’ future success
Students view support for autonomy as respect Leads to engagement
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SRL-specific findings
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Paris & Paris Adults and peers shape SRL and knowledge construction
through Guided participation Scaffolded assistance Apprenticeship
Educators can: Teach what strategies are and how to use them Teach how, when, and why to use strategies Help students want to know how, when, and why to use
strategies Set up environments that foster students’ wanting to know how,
when, and why to use strategies Motivation, volition, emotion control Skill, will, thrill
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12 Principles of SRL in Classrooms (Paris & Winograd, 1999) Self-appraisal leads to deeper understanding of learning
1. Analyze and compare personal styles and strategies to others2. Evaluate what you know/don’t as well as depth of
understanding3. Get in habit of periodic self-assessment of learning processes
and outcomes Self-management of thinking, effort, and affect promotes
flexible approaches to problem solving that are adaptive, persistent, self-controlled, strategic, goal-oriented4. Set appropriable goals that are challenging but attainable,
embody mastery goal orientation5. Manage time and resources through effective planning and
monitoring6. Review own learning, revise approaches
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12 Principles of SRL in Classrooms (Paris & Winograd, 1999)
SRL can be taught in diverse ways7 Directly: lecture, metacognitive discussions, practice with
experts, etc8 Indirectly: modeling, reflective analysis of learning9 By promoting assessing, charting, and discussing
evidence of personal growth SRL is woven into narrative experiences and the
identity strivings of each individual10 How individuals choose to appraise and monitor their
behavior is usually consistent with their preferred or desired identity
11 Gaining an autobiographical perspective on education and learning allows for framework to deepen personal awareness
12 Participate in reflexive community
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Evaluation Hope this was helpful! Feedback, questions, etc:
Jeff Greene 113 Peabody Hall [email protected]