TeachingSelfRegula/onforImprovedLearning

TeachingStrategiesMondayJuly23rd

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

Planning

Ac<on Reflec<on

Regula<on

Applica<on•  Readthroughthedifferentstrategiesprovidedinthenotebook.Inpairs,selectonestrategytofocuson.Foryourselectedstrategy:– Determinewhichstagesoftheself-regulatedlearningcycleareaddressedandhow.

– Aretherewaystomakesurestudents“closetheloop”onthis?

– We’llshareoutourfindings. Planning

Ac<on Reflec<on

Regula<on

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:

hgps://serc.carleton.edu/NAGTWorkshops/affec<ve/mo<va<on.html

•  RoleofMetacogni<oninLearning:hgps://serc.carleton.edu/NAGTWorkshops/metacogni<on/index.html

•  Self-RegulatedLearning:hgps://serc.carleton.edu/sage2yc/studentsuccess/self_regulated/index.html

•  Forstudents,“studying<ps”videoseries(SamfordUniversity):hgps://youtu.be/RH95h36NChI(1stinseriesof5)