teaching self regula/on for improved learning · · 2017-06-26teaching self regula/on for...
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TeachingSelfRegula/onforImprovedLearning
TeachingStrategiesMondayJuly10th
KaatjeKra9
Bytheendofthissession….
• Describewhatahighlyself-regulatedstudentisabletodo
• Developstrategiesforimplemen<ngself-regulatorystrategieswithyourstudents
• Haveideasonhowto“closetheloop”ontheself-regulatedlearningcycle
Ini<alReflec<on:Whenyouhavebeenreallysuccessfulatachievingacademically,whatweresomeofthebehaviorsyoucaniden<fythathelpedyou?Recordyourthoughtsbelow.
Usetheyes/nocardsprovidedtoindicatewhenyou’rereadytoshareyourthoughtswithyourneighbor(nowhenyou’rereflec<ng,andyeswhenyou’rereadytotalk)
Factorsthatinfluencelearning
PersonalCharacteris/csof
Student
CourseContext
CourseOutcomes
Studentself-regula/onoflearning
Studentmo/va/ons
adaptedfromPintrich&Zusho(2007).StudentMo<va<onandSelf-RegulatedLearningintheCollegeClassroom.InR.P.Perry&J.C.Smart(Eds.),TheScholarshipofTeachingandLearninginHigherEduca@on:AnEvidence-BasedPerspec@ve(pp.731-810).Dordrecht:Springer.
Planning
Ac<on Reflec<on
Regula<on
Studentsapplyspecificstrategiesandtac@cstolearnmaterial.
Studentsdeterminewhattheyneedtolearn,establishgoals,anddecidehowtheywillstudy(choosingstrategiesandtac@cs).
Studentscon@nuewithstrategiesandtac@cstheydecidedworkedandchangethosethatdidn’t.
*Reflec@onincludesmonitoring(keepingtrackofthoughts,feelings,andbehavior),evalua@on(comparingresultstogoals),andanalysis(decidingiftheapproachusediseffec@veandappropriate).
Studentsthinkaboutwhattheydidanddeterminewhytheydidordidnotmeettheirgoals.*
Self-RegulatedLearningCycleEffort+Strategies
“Closingtheloop”
Revisittheinstructor/studentscenario
• Whatwerebehaviors/strategiesthatindicatedastudentmayormaynothavebeenemployingatheself-regulatedlearningcycle?
• Iden<fywhat’smissingorwhat’spresent
Applica<on
• Gotothefollowingwebpage:h`ps://serc.carleton.edu/sage2yc/studentsuccess/self_regulated/ac<vi<es.htmlandinpairs,selectoneoftheac<vi<esdescribed(checklistprovidedinyournotebook).
• Determinewhichstagesoftheself-regulatedlearningcycleareaddressedandhow.
• Aretherewaystomakesurestudents“closetheloop”onthis?
• We’llshareoutourfindings.
Whatdoesitallmeanforfaculty?Instruc<onal:• Clearlearningobjec<vesthatareexplicitlyalignedwithassessments
• Regularassignmentswitheffec<ve&<melyfeedback• Explicitdirec<onsonstrategiesforstudying• Fornovicestudents:havingthemiden<fywhatworkedandwhatdidn’t
Advisement/Mentoring/Instruc<onal:• Opportuni<estoexplicitlyreflectonlearningprocesses• Exper<sechangesalongthelearning/researchcon<nuum—helpthemrecognizethat.
Applica<on
Thinkaboutoneoftheclassesyou’vetaught/willbeteaching:– Planforonespecificac<vityinyourownclassthatwillhelptargetsomeaspectoftheself-regulatedlearningcycle
– Iden<fywhichaspectsofthecycleareaddressed.– Whatarethegreatestchallengesinimplemen<ngthisac<vitywithyourstudents?
PersonalCharacteris/csof
Student
CourseContext
CourseOutcomes
Studentself-regula/onoflearning
Studentmo/va/ons
adaptedfromPintrich&Zusho(2007).StudentMo<va<onandSelf-RegulatedLearningintheCollegeClassroom.InR.P.Perry&J.C.Smart(Eds.),TheScholarshipofTeachingandLearninginHigherEduca@on:AnEvidence-BasedPerspec@ve(pp.731-810).Dordrecht:Springer.
Ongoingfeedback
Everydaylearningbehaviorsleadstohigherachievement/success
Afewextraresources:• AddressingStudentMo<va<on:
h`ps://serc.carleton.edu/NAGTWorkshops/affec<ve/mo<va<on.html
• RoleofMetacogni<oninLearning:h`ps://serc.carleton.edu/NAGTWorkshops/metacogni<on/index.html
• Self-RegulatedLearning:h`ps://serc.carleton.edu/sage2yc/studentsuccess/self_regulated/index.html
• Forstudents,“studying<ps”videoseries(SamfordUniversity):h`ps://youtu.be/RH95h36NChI(1stinseriesof5)