teaching self-regulation
TRANSCRIPT
Objectives
Describe a self-regulated learner
Create a short lesson plan showing students self-regulation skills
Goal of the K to 12 Enhanced Basic Education Program
Develop learner with 21st
Century skills (NCME)
Critical thinking
Creativity
Collaboration
Self-regulation
Motivation
Part of the “process” skill in KPUP
Activity 1
Describe a self-regulated learner in your
class.
(1) Self-regulated Learners
Construction workers pour cement outside the classroom, clearly visible through the windows, Vincent manages to ignore this interesting scene and focus on his work.
(2) Self-regulated Learners
14-year old Rosalind practices her piano scale exercises, even though she’d rather hang out with her friends, because she dreams of playing Chopin.
(3) Self-regulated Learners
Malik has been building a block structure for five minutes, when another preschooler walks by and accidentally knocks it over. Malik manages to swallow his disappointment and starts to build the structure again.
Self-reflect…
What is the difference between your previous answer and your realization now?
Self-regulation
Self-regulated learners are active, goal-
directed, and personally responsible for
their own learning.
“Self-generated thoughts, feelings, and
actions that are cyclically adapted to
achieve one’s personal goals”
(Zimmerman, 2002, p. 65).
SRL Skills
Set specific goals for themselves
Adapting powerful learning strategies for attaining the goals
Monitoring one’s performance for signs of progress
Restructuring one’s physical and social context to make it compatible with ones’ goal.
Managing one’s time efficiently
Self-evaluating one’s methods
Attributing causations to results
Adapting future methods
Phases and subprocesses of self-regulation
Performance Phase
Self-control
Imagery
Self-instruction
Attention focusing
Task strategySelf-observation
Self-recording
Self-experimentation
Forethought Phase
Task Analysis
Goal-setting
Strategic planningSelf-motivational beliefs
Self-efficacy
Outcome expectations
Self-reflection Phase
Self-Judgment
Self-evaluation
Causal AttributionSelf-reaction
Self-satisfaction
Adaptive defensive
Most assessment of learning
is focused as an outcome
and not as a process.
Most of the assessment is
focused on ability as a
construct and not on certain
cognitive and strategic
processes of students
thinking.
Why assess self-regulated learning in
schools?
Self-Regulated Learning Interview
Schedule (SRLIS)
Zimmerman and Martinez Pons (1986)
developed the SRLIS
14 prompts asked among college students
from different learning contexts.
Self-evaluation Environmental structuring
Organizing and transforming Self-consequences
Goal-setting and planning Rehearsing and memorizing
Seeking information Seeking social assistance
Keeping records and
monitoring
Reviewing records
Self-Regulated Learning Interview
Schedule (SRLIS)
SRLIS responses were differentiated for low
and high achievement groups
Participants responses in the high
achievement group were rated higher on the
14 SRLIS categories
The ratings for the 14 categories significantly
predicted the achievement test scores using
the MAT:
β = .44, R=.56 for predicting the English subtest
β = .41, R=.55 for predicting the Math subtest
Self-Regulated Learning Interview Schedule
(SRLIS)
Self-efficacy for self-regulated learning
(Zimmerman, Bandura, & Martinez-Pons,
1992).
SRLIS was used by teachers to
observations students' self-regulated
learning performances in classroom
situations (Zimmerman & Martinez-Pons,
1988).
Academic Self-regulated Learning Scale
SRLIS was adapted for higher education students in the National Capital Region (Philippines)
N=1454 college students from different colleges and universities in NCR.
The responses from the SRLIS was classified according to the 14 categories by Zimmerman and Martinez-Pons
Items were created based on the responses extracted for each category
Adapted SRLIS for Filipino College
Students
Self-regulation Component Prompt
Rehearsing and memorizing Assume your teacher is discussing with your class the history of the
Philippine revolution. Your teacher says that you will be tested on the
topic the next day. What method will you use to help you learn and
remember the information being discussed?
Organizing and transforming Assume your teacher asked your class to write a short paper on a topic
on the history of your school. Your score on this paper will affect your
course card grade. In such cases, what method in particular will help
you plan and write your paper?
Seeking information Teachers usually expect much accuracy with students’ math home
work. Many of these assignments must be completed without the help
of the teacher. What particular method do you use when you don’t
understand a math problem when you’re already at home?
Self-evaluation When completing homework assignments such as science reports or
English grammar exercises, what method do you use in particular for
checking your work after it is finished?
Adapted SRLIS for Filipino College
Students
Goal-setting and planning Most teachers give important tests at the end of the
semester/term, and these tests greatly affect course grades. What
particular method do you use for preparing for these tests?
Keeping records and
monitoring
When taking a test in school, what particular method do you use
for obtaining as many correct answers as possible?
Self-consequencing Many times students have difficulty completing homework
assignments because there are other more interesting things they
would rather do, such as watching TV, daydreaming, or talking
to friends. What particular method do you use to motivate
yourself to complete your homework under these circumstances?
Environmental structuring Some students find it easier if they can arrange the place where
they study. What particular method do you use for arranging the
place where you study?
Academic Self-regulated Learning Scale
111 items were administered to N=222
college students
Principal Components Analysis were
conducted
Seven factors were extracted that
accounts for 42.54% of the total variance.
Academic Self-regulated Learning Scale
Seven factors of academic self-regulated
learning for Filipino learners (Magno,
2009) :
Memory strategy
Goal-setting
Self-evaluation
Seeking assistance
Environmental structuring
Learning responsibility Organizing
Memory Strategy
Initiated efforts to memorize
materials by overt or covert
practices.
Mnemonic strategies used to
easily memorize items
Use of specific aids to
facilitate memory
Goal setting
Setting of educational goals
or subgoals and planning for
sequencing, timing, and
completing activities related
to those goals.
Having a goal in mind when
engaging in a task.
Planning to facilitate the
attainment of goals
Self-evaluation
Initiated evaluations of the quality or progress of their work.
Welcoming feedback from others to improve ones work.
Continuous assessment of one’s work to attain improvement.
Monitoring ones work for progress
Seeking assistance
Initiated efforts to solicit
help from peers, teachers,
and adults
Engaging in team effort to
supplement ones effort
Participation with others
to achieve goals
Environmental Structuring
Initiated efforts to select
or arrange the physical
setting to make learning
easier.
Avoiding distractions
and focusing on ones
work.
Learning Responsibility
Doing things as soon as the teacher gives
the task
•Concern
with
deadlines
•Prioritizing
schoolwork
•Finishing all
schoolwork
first
Rearrangement of instructional
materials to improve learning.
Marking important information
Anticipating the type of
assessment that will tale place
Organizing
Academic Self-regulated Learning Scale
With N=309 participants, the seven factors were confirmed in a measurement model with good fit (RMR=.02, GFI=.94, CFI=.91)
Convergent validity was also established where all factors increase with each other
The items also showed adequate fit using the one-parameter Rasch model with acceptable item characteristic curves (ICC’s).
Teaching Self-regulation
1. Explicit instruction, direct reflection,
metacognitive discussion, and
participation in practices with experts
learners.
Advance organizers
List objectives on the board
Inform students the criteria
Remind students the objective
Ask students to wrote their reflection
Conversations with expert learners
Teaching Self-regulation
2. Modeling and reflective analysis in learning.
Teacher shows the technique
Solution to a word problem shown to classmates
3. Assessing, charting, and discussing evidence of
personal growth.
Portfolio assessment
Graphing results of seatworks and quizzes
Feedback and instructional correctives
4. Choosing appraisal and monitoring of behavior.
Think aloud techniques
Self-assessment using checklist
Teaching Self-regulation5. Gaining autobiographical perspective on
education and learning
What will help you remember the information?
How can you solve the problem better?
What do you need to think about all the time
when you do this?
What made the task easy for you? Difficult?
6. Participation in a reflective community
Groups that encourage strategic thinking
Strategic thinking is rewarding
Self-regulation is a fusion of skill and will,
inferred by metacognition from self and
others and is fueled by affect and desire.
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Workshop
Form a group
Choose a subject and a learning
competency/topic
Write the objectives
List the lesson procedure showing how to
teach self-regulation strategies.
Sample output
Grade 2 Math: Number and Number sense
Competency: Solves routine and non-routine problems involving addition of whole numbers including money with sums up to 1000 using appropriate problem solving strategies and tools.
Sample Output
Diagnostic Assessment
Student are provided with two sets of word problems
Which problem did you answer correctly?
Was this problem easy or difficult for you? (SE)
Why was it easy? (SE)
The other problem, why was it difficult? (SE)
What part didn’t you know in the difficult problem? (SE)
Show me how you solved it… (Or)
Example output
The teacher let students answer the problem on the board
Look at how Maria answered it… what did she use? (Or, SA)
Look at how Manuel answered it… what did he use? (Or, SA)
What is the difference in the procedure of Maria and Manuel?
Did they arrive at the same answer?
What are the other ways of solving the problem? (Or, SA)
Example output
Teacher reminds students of the overall goal of the task. (GS)
At the end of the lesson I want you to be able to … (goal setting)
Formative assessment
Provide several drills
Board work and students explain how they got the answer (SA)
What do you need to remember all of the time when you solve problems? (MS)
Expert problem solvers pair with those that need further help (LR, SA)
Students chart their scores and makes a graph (LR)
What do you need to given the pattern of your scores? (LR)