Self-regulation

Taking Charge of Learning

Skill Will

LearningStrategies

Goal Setting

Self-monitoring Motivation

Self-Regulated Learning (SRL)A theory of how to teach student to take charge of their learning. Encompasses learning skills and motivation.

Example:Self-Regulated Soccer Player

Skill Will

Strategies for:Kicking

PositioningDefense

Goals for:ImprovementProduction

Self-monitoring:StrategiesSuccess

WeaknessesImprovement

Goals

DedicationInterestEffort

Enjoyment

Another Representation of SRL

Forethought• Task Analysis• Goal Setting• Strategic Planning

Performance• Strive to Meet Goals• Use Effective

Strategies• Receive Feedback

Reflection• Self-Monitoring• Self-Evaluation

See the Zimmerman (2002) article

Fostering SRL

Teacher 1: “I think children first need a very structured and controlled environment. In such an environment they will develop the skills they need to be self-directed.”Teacher 2: “I disagree. If you control their behavior and learning with rewards, punishments, and highly structured activities or assignments, they will never learn to take responsibility for their own learning and behavior.”Who is correct? Is there a difference between control and motivation?

Fostering SRL

What teacher 2 says is correct, but teacher 1’s argument may be valid in some contexts. However, whether teacher 1 ever fosters SRL depends on whether his/her support and guidance is more like scaffolding or a buttress.

What’s the key difference?

Buttress vs. Scaffolding

The difference is that scaffolding is eventually removed and the structure stands alone. A buttress is permanent and the structure would collapse without it.Support and guidance is often needed with students, but it must be faded out as students are taught to “stand alone.” If I merely use support and guidance to control student behavior, than the students’ behavior will collapse once I stop the support just like a building collapsing when the buttresses are removed.

So How Do I specifically Foster SRL?

Provide open-ended tasks that involve challenge, collaboration, goal setting, and opportunities for autonomy and ownership (note: this relates to Self-Determination Theory).

Provide the support and guidance needed for success but fade this support out over time as you teach students to self-manage and self-monitor.

Encourage self-management by helping students:Set goals that are challenging yet attainable.Manage time and resources through planning.

Encourage self-monitoring (aka, metacognition, self-assessment, self-appraisal) through such things as discussion, reflective journals, authentic assessments, and portfolios.

See the Paris & Paris (2001) article

How Do I Foster SRL?

Make implicit strategies visible through instruction, discussion, modeling, or technology.

Think of the movie Hitch. In that movie, the character Hitch makes implicit (hidden or informal) relationship strategies visible and provides coaching on them. Similarly, teachers can make implicit learning strategies visible and coach students in the use of them. Reciprocal teaching (p. 335 of textbook) is a good example.

Teach multiple strategies and have discussions about effective strategies in the context of particular tasks; include information about how, when, and why particular strategies should be used.

Teaching of general skills is typically ineffective.

GRIT!What is it?

Where does it come from?

Grit

The term “grit” has been popularized by researcher Angel Duckworth and author Paul Tough (see the Duckworth & Tough articles).

Grit is basically the same as the “will” component of SRL.

Duckworth found that grit is an important predictor of success across all areas of life, including education.

Even more important than such things as IQ and SAT scores.

Grit

Paul Tough writes about how some schools seek to teach grit directly as part of character education programs.

He also writes about the importance of experience with difficulty and failure for the development of grit.

How Could You Teach Calvin to Be a Self-Regulated Learner?