learning to learn
DESCRIPTION
What is the difference between a successful and an unsuccessful learner? Conventional wisdom often suggests the difference simply comes down to which students are “smarter” than others. Yet much educational research shows that the difference has more to do with the way students conceive of learning and with the processes and strategies students use to learn. Educational psychologists refer to the process of effective, strategic learning as self-regulated learning. This workshop will provide a basic overview of self-regulated learning and will present strategies to help student-athletes become self-regulated learners both in school and in their sports.TRANSCRIPT
H E L P I N G S T U D E N T- A T H L E T E S D E V E L O P T H E H A B I T S O F A S U C C E S S F U L L E A R N E R
LEARNING TO LEARN
LEARNING OBJECTIVES
• Explain the processes of self-regulated learning and how self-regulated learning applies to both school and sport.
• List several strategies self-regulated learners use to successfully learn.
• Describe several tools that can be used to teach self-regulated learning to students.
• Apply insights from the research on self-regulated learning to common challenges with struggling student-athletes.
• Develop new strategies to help student-athletes develop as self-regulated learners.
WHAT IS LEARNING?
Learning is “a process that leads to change, which occurs as a result of experience and increases the potential for improved performance and future learning.” –from Ambrose et al. in How Learning Works
WHAT IS SELF-REGULATED LEARNING?
• “Learning is not something that happens to students, it is something that happens by students” –Barry Zimmerman
• SRL is an active, systematic process of planning, controlling, and reflecting on one’s experiences to facilitate desired change
SELF-REGULATED LEARNING
• Essentially, SRL is what we do before, during, and after learning.
• Four Phases• Self-observation and Evaluation (Before)• Goal setting and Strategic Planning (Before)• Strategic Implementation and Monitoring (During)• Self-reflection (After)
• The four phases create an ongoing feedback loop whereby self-reflection leads back to self-observation, and the process starts all over again for the next learning experience.
SELF-OBSERVATION AND EVALUATION
• Struggling students often don’t know what they don’t know—they have “the illusion of knowing”.• Observation and Self-testing• Students cannot change if they don’t
recognize the need for change. They can’t regulate their behavior if they are unaware of it.
GOAL-SETTING AND STRATEGIC PLANNING
• Task Analysis: a student must understand the distinctive features of each learning task in order to set goals and plan appropriately • SMART Goals• Activating Prior Knowledge
STRATEGIC IMPLEMENTATION AND MONITORING
• Have I implemented my plan? Am I reaching my goals? Are my strategies working? Do I need to make adjustments?• Self-recording: look for patterns• Self-testing• Metacognition
SELF-REFLECTION
• Self-evaluation: compare performance to stated (SMART) goals• Adaptive/Defensive Responses: conclusions about
how one will approach future experiences• adaptive response: maintains strategies that worked and
makes adjustments to strategies that did not work• defensive response: feels helpless and avoids future
tasks
• Causal Attribution: link outcomes to effort and strategy use rather than innate ability/intelligence or luck
QUIZ
• What is self-regulated learning?• What are the four phases of self-regulated
learning?• Name one aspect of each of the four phases.• Who is the best Friday after-lunch speaker you’ve
ever seen today?
PROMOTING SRL
How can you promote SRL among your student-athletes? Identify some ways to promote SRL for both academics and athletics.
CONCLUSION
• “Learning is not something that happens to students, it is something that happens by students” –Barry Zimmerman
• SRL is an active, systematic process of planning, controlling, and reflecting on one’s experiences to facilitate desired change
• Four Phases of SRL• Self-observation and Evaluation• Goal-setting and Strategic Planning• Strategic Implementation and Monitoring• Self-reflection
REFERENCES
• Cleary, T.M., Platten, P., & Nelson, A. (2008). Effectiveness of the self-regulation empowerment program with urban high school students. Journal of Advanced Academics, 20, 70 – 107. • Dembo, M.H., & Seli, H. (2013). Motivation and
learning strategies for college success: A focus on self-regulated learning (4th ed.). New York: Routledge.