changing the world one child at a time: developing the self-regulated learner
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Changing the World one Child at a Time: Developing the Self-regulated Learner by Lance KingTRANSCRIPT
The POSBGIL Revolution
www.taolearn.comAll slides ‐ www.taolearn.com/articles/article63.pdf
“Teaching is the canny art of
intellectual temptation”
- Jerome Bruner
“Teaching involves putting children into
difficult situations out of which they can
only get by thinking”
– John Heron
What are the characteristics of these children?
• curious
• interested
• adventurous
• courageous
• good skills
• good learners?
• self‐motivated
• self‐managed
• self‐directed
• self‐regulated
• autonomous
• independent
• lifelong learners?
Are the children in your school like this?
• Why do you think it is that the longer children
stay in school
‐ the less curious they are?
‐ the less questions they ask?
The most motivating learning .....
..... is always self‐regulated
SRL – self‐regulated learning
Some facts:
• 6 billion cell phones in the world
• 85% of new phones are web enabled
• 2 billion broadband subscriptions
• 255 million websites
• 150 million blogs
• 8 trillion text messages sent in 2011
• 107 trillion emails – 89% of which are spam
• Youtube – 48 hours uploaded every minute
– 3 billion videos viewed every day
What if .....
• every piece of subject matter was available to your students on the internet, and
• they all had access to internet linked tablets, and
• they all had access to high speed broadband all day....
What would teaching look like then?
DSRL ‐ POSBGIL
Developing Self‐Regulated Learners
through
Process Oriented
Skills Based
Guided Inquiry
Learning
Factors making POSBIGIL possible:
• A focus on the teaching of ATL skills in the new MYP
• The proliferation of high quality school subject based websites
• The ubiquity of internet accessible devices
• The availability of high speed broadband
• The high level of comfort your students have with the digital world
The Digital World ‐ what is reality anyway?
• Hyper‐reality 1
• Hyper‐reality 2
In an SRL classroom teachers would:
• Teach learning skills not content
• Pose questions, outline problems, set challenges,
give clear measurable objectives
• Put students into small groups
• Enable them to connect to the best subject based
internet resources
• Facilitate their journey
In an SRL Classroom what would children need to be able to do?
• They would need to have all the skills of Self‐Regulated Learning – they would need excellent learning skills
Including the skills of how to .....
• set learning goals
• plan out their study
• ask good questions
• generate motivation and perseverance
• process information effectively – sift, sort, compare, verify, try out different ways to learn
• work to deadlines
• reflect on their achievement – both process and content
• make changes to their learning processes where necessary
These are all skills – learning skills
• Do your students have all these skills?
They know how to learn but do they know how to study?
• 73% of university students report difficulties preparing for an exam
• most tertiary students have been found to have weak or ineffective strategies for processing information both in the classroom and in their own study
• when making notes from lectures or from text most students miss 60 ‐ 70% of the key points
‐ good note making is positively correlated with academic achievement
‐material omitted from notes has only a 5 ‐ 15% chance of being recalled
Even when they have good notes many students still have
great difficulty organising the information they have
collected.
• 52% admit that their notes are disorganised
• 61% report having trouble sequencing the ideas to make
coherent sense
Even given well organised, well structured notes with
summaries provided:
• two thirds of students at the secondary level study for
tests purely by rereading their notes
• more than half of them do that reading the day before
the test or exam
• around 12% of students do nothing more than recopy
their notes verbatim
• 50% use passive repetition of key points as their single
study technique.
The direct teaching of learning skills is still an uncommon topic in most school programmes
• Only 20% of teachers believe that teaching students how
to learn is a priority
• only 17% of students report that teachers actively help
them learn or improve their ‘study skills’
Learning Skills
Are a combination of
• cognitive
• metacognitive and
• affective
processes, skills, techniques and strategies
Cognitive skills ‐ active information processing and retrieval strategies – ‘study skills’
• Organising, transforming and summarising information
• Using structural writing planners
• Timetabling and time management
• Note making – in class and for studying
• Memory techniques
• Idea generation, metaphorical thinking
• Questioning
• Calibrating own learning preferences
Affective skills ‐ enabling the student to gain some control over mood, motivation and attitude
• Persistence and perseverance
• Focus and concentration, overcoming distractions
• Self‐motivation
• Mindfulness
• Reducing anxiety
• Delaying gratification
• Managing impulsiveness and anger
• Developing resilience
Metacognitive skills – monitoring the deployment of
cognitive and affective skills
• Reflecting on the success of processes used, skills
practiced and the understanding and retention of
content
• Being prepared to change ineffective strategies,
learn new skills
Learning Skills – in the UK
• 2007 DfE research ‐ Learning Skills And the Development
of Learning Capability concluded:
“The results suggest that the development of learning skills
and capabilities should be embedded in the curriculum,
as well as being taught explicitly to pupils.”
2008 QCA ‐ “A Framework of personal, learning and thinking
skills that are essential to success in learning, life and work”:
• Independent enquirers
• Creative thinkers
• Reflective learners
• Team workers
• Self‐managers
• Effective participators
2011 ‐ QCA is disbanded and its functions absorbed by DfE
1997 ‐ Singapore MOETeach Less Learn More
Remember Why We Teach –
more…• for the learner• to excite passion• for understanding• for the test of life
and less…• to rush through the syllabus• out of fear of failure• to dispense information only• for a life of tests
Learning Skills ‐ in the USA
EIC ‐ Elementary Integrated Curriculum Framework –core curriculum adopted by 47 states (2011)
Academic Success Skills:•Collaboration•Effort/Motivation/Persistence•Intellectual Risk Taking•Metacognition
Creative Thinking Skills: •Elaboration•Flexibility•Fluency•Originality
Critical Thinking Skills:•Analysis•Evaluation•Synthesis
NZ Curriculum – Five Key Competencies
• Thinking
• Using language, symbols and text
• Managing self
• Relating to others
• Participating and contributing
Poland, Belgium, Italy, Korea, Mexico, the Slovak Republic,
Spain, and Turkey all have developed similar necessary
learning skill sets for students
Learning Skills ‐ in the IBThe Learner Profile – all IB learners strive to be:
•Inquirers•Knowledgeable•Thinkers•Communicators
•Principled•Open‐minded
•Caring•Risk‐takers•Balanced•Reflective
Approaches To Learning ‐ 7 Learning Skill clusters(potential)
• Communication &
Collaboration
• Self Management
• Information & Media
Literacies
• Critical Thinking
• Creativity & Innovation
• Reflection
• Transfer
If the aim is to develop lifelong learners this can now be achieved by:
• Focusing on teaching ATL skills rather than subject content
• Allowing students to find the required subject content themselves using good quality internet resources
• Enabling self‐regulated learning to occur in the classroom
• Using self‐assessment of content, process and ATL skill development to develop full metacognitive awareness
SRL Exercise 11) Divide into 4 subject groups
2) Form intra‐subject groups of 3 people per group with one internet connected device per group
3) Connect to www.taolearn.com/students.php
4) Find a link to a website in your subject that none of you are familiar with
5) Evaluate that site for:
• structure – how is the information presented?
• breadth – what range of topics are presented?
• depth – what levels of schooling are covered?
6) Move on to another site
7) Evaluate 3 new sites
But of course:
• Students differ in the degree of self‐regulation
they have the skills for
• Teachers differ in the degree of self‐regulation
they allow in the classroom
Regulatory styles of Students
• High self‐regulation skills
‐ student manages all aspects of own learning
‐ student thinking at a maximum, teacher involvement at a minimum
• Intermediate self‐regulation skills
‐ student manages much of own learning, asks the teacher questions, gets help occasionally
‐ students thinking engaged, teacher as guide and support
• Low self‐regulation skills
‐ student totally passive, needs to be ‘taught’ everything, have all questions answered, helped through every step of learning
‐ student thinking at a minimum, teacher totally involved in all phases of student learning
Regulatory styles of Teachers
• Strong teacher regulation
‐ teacher controls all information, answers all questions
‐ student thinking at a minimum, teacher as mental crutch
• Shared regulation
‐ teacher provides skills training, problem statements, concepts
‐ students actively engage in finding information, solving problems
‐ students thinking engaged, teacher as guide and support
• Loose teacher regulation
‐ teacher’s only functions are supplying the learning objectives and assessing their achievement
‐ student thinking at a maximum, teacher engagement at a minimum
Degree of Stude
ntSelf‐regulation
Degree of Teacher Regulation of Learning
Strong Shared Loose
High Destructivefriction
Destructive friction Congruence
Intermediate Destructive friction
Congruence Constructive friction
Low Congruence Constructivefriction
Destructive friction
Shared Style ‐ with provision
1) Assess for ability to self‐regulate learning
2) Allow for 3 levels of self‐regulation in every class
3) Groups of 3‐4 with one computer + high speed internet
4) Work directly with the low SRL students teaching them
the appropriate learning skills
5) Help the intermediate SRL students where required
6) Allow the high self‐regulated learners to work
independently
7) Pose problems, set challenges, give measurable
objectives, help them to ask the right questions
Must have provision for the highly self‐regulated learner at all levels – for all students to aspire to
• What percentage of your lessons are available to
students as well structured and supported, fully
independent learning experiences?
• Are you aware of all the websites that have resources for your subject?
Take a look at:
www.marktreadwell.com/Digital_Resources
www.marktreadwell.com/Image_Libraries
How do you teach learning skills?
• Two books developed this year:
IB Skills ‐ A guide for Teaching ATL Skills
IB Skills – A students’ guide for Learning ATL
Skills
‐ see page 16 of conference programme
How do you assess learning skills?
• By the successful understanding, retention, transfer and recall of content?
• But does the successful passing of content based tests give any indication of the effectiveness or efficiency of the learning skills employed?
Framework of Skills Development
Level 1
Novice
‐ observation
Level 2
Learner
‐ emulation
Level 3
Practitioner
‐ demonstration
Level 4
Expert
‐ self‐regulation
Observes others performing tasks and using the skill
High levels of scaffolding from teacher needed
Copies others performance of the skill
Medium level of scaffolding needed
Can demonstrate the skill on demand
Minimal teacher scaffolding required
Can perform the skill without thinking
Can teach others the skill
No teacher scaffolding required
Developing Metacognitive Awareness
Self‐assessment by reflection on today’s lessons:
Content – understanding of subject matter
‐ what don’t I understand yet?
‐ what questions do I have?
ATL Skills – progress towards mastery
‐ what skills have I practiced today
‐ how competent do I now feel in each skill
Strategies – effectiveness of learning/teaching strategies
‐ what strategies have I used or been exposed to today?
‐ how effective was each one for me?
Metacognition Exercise
1) What I don’t understand yet is .....
2) I would rate myself as
Novice Learner Practitioner Expert in:Collaboration, Communication, Team work, Listening
Note‐making ...
3) The strategies that worked best for me were:
Listening to the teacher talking, his personal stories, the video clips, the group discussion, the researching on the internet,
Process Oriented Teaching
• Tim Bedley – group work and problem solving around reaching consensus over Math problems
1999 Netherlands Project ‐ Implementation
Nationwide innovation in secondary education aimed
at developing self‐regulated learners:
1) Students becoming ‘owners’ of the learning process
2) Learning as the active construction of knowledge
3) Students learning in collaboration with other
students
Sounds just like the IB doesn’t it?
2010 Netherlands Project ‐ Review
Conclusions:
1) Good PD not available to support teachers in
developing SRL
2) Teachers found it very difficult to stop
teaching
3) ‘Transmission teaching’ still rules
To develop Self‐Regulated learners
• Teachers must learn how to stop teaching and
allow learning to take place
• Only by being allowed to practice the skills of
self‐regulated learning will students become
self‐regulated learners.
Three key strands of PD for SRL
Teach the teachers:
• how to teach ATL skills within the context of their
subject based lessons
• how to turn the classroom experience into guided
inquiry learning
• how to help students to self‐assess their content,
skills and strategy use through reflection