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Transcript of Dr. Allyson Hadwin [email protected] Self-regulated learning In 21 st Century Classrooms Tweet your...
Dr. Allyson [email protected]
www.srlcanada.ca
Self-regulated learningIn 21st Century Classrooms
Tweet your thoughts#SRLcanada
Tweet your thoughts#SRLcanada
Warm up activity
What do you know about self-regulated learning?
K What do we
know?
WWhat do we
want to learn?
LNew
SurprisingConfusingExciting
✔ ✔ ✗
Who Am I?
• Associate professor in Educational Psychology• Co-director of the Technology Integration & Evaluation Research
Laboratory• Instructor for ED-D101: Learning strategies for University Success• Research: Regulation in learning
What do I believe learning?
2013-09-09
4
COMMITTED TO EVIDENCE-BASED PRACTICE• Learning is a lifelong process
• Learning involves cognitive work
•Learning requires reflection &metacognition
• Learning is social
• Learning grows from challenges
4
SRL Consortium
“Self-regulation” has been researched since the 1970’s with a focus on classroom practices and learner processes that involve active, strategic learning and engagement in authentic classroom tasks
SRL Canada: Canadian Consortium for Self-Regulated Learning (see http://srlcanada.ca/) includes many internationally renowned researchers working here in BC, with educators across multiple districts: Nancy Perry (UBC-Vancouver) Deb Butler (UBC-Vancouver) Allyson Hadwin (University of Victoria) Leyton Schnellert (UBC-Okanagan) Phil Winne (SFU)
Slide Prepared by: Dr. Deborah Butler (UBC)
Examples of SRL Projects in BC
Qualities of Elementary
Classrooms that Support SRL
Qualities of Elementary
Classrooms that Support SRL
Tools & Technologies for
supporting Self-regulationCo-regulation
Shared-regulation
Tools & Technologies for
supporting Self-regulationCo-regulation
Shared-regulation
Developing SRL-Supportive Practices in
Intermediate and Secondary Classrooms
Developing SRL-Supportive Practices in
Intermediate and Secondary Classrooms
Supporting Pre-Service Teachers to
Develop SRL-Supportive Practices
Supporting Pre-Service Teachers to
Develop SRL-Supportive Practices
Teachers in Schools Working
Together to Develop SRL-Supportive Practices
Teachers in Schools Working
Together to Develop SRL-Supportive Practices
Supporting learners to adaptively
regulate in the face of challenge
Supporting learners to adaptively
regulate in the face of challenge
Why do I care about Self-regulation?
Brings together critical aspects of motivation, cognition, behavior, and metacognition that are central to learning & engagement
Empowers learners to take control and responsibility of learning (thinking, behaviour, motivation, and emotions)
Tightly connected with 21st century learning and personalized learning
About lifelong learning – this is NOT just for success at school
Lets start with these questions
1. What is “self-regulation”, and why is fostering self-regulation important?
2. Where does SRL breakdown?
3. How can teachers support self-regulation?
4. How can teachers/schools work together to build practices supportive of self-regulation?
What is self-regulated Learning?
What is “Self-Regulation”?
A narrow definition: Self regulation is the ability to respond effectively to various stressors and return to a state of equilibrium
A robust and evidence-based classroom definition: Self-regulated learning is goal-directed strategic action that is guided by motivation and metacognition. It is a process of taking control of, and evaluating one’s own learning.
Self-regulation involves…
Social process
SRL gradually appropriated Modelling Observation Imitation Self-control Instrumental feedback Metacognitive/motivational prompts Scaffolding
4 critical messages frame this talk
How do perspectives differ?
Developmental Focus Educational Psychology Focus
early years primarily basic (executive
processes) behaviour & emotion
control atypical development often situated in
research labs & involving non-school tasks
school years & beyond higher order processes
(e.g., metacognition) Learning in academic
tasks as well as social and emotional learning
typical and atypical learners
mainly situated in or oriented to classroom tasks & contexts
Controlling behavior & emotions are important
But SRL also involves…
Self-Regulation in LEARNING
2013-09-09
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17
WILL Motivation
2013-09-09
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• Genuine interest in learning
• Belief that ability is incremental
• Focus on personal progress
• Willingness to try challenging tasks
• View that errors present opportunities to learn
• Belief that effort and effective strategy use will lead to success
18
SKILL: Metacognition
2013-09-09
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Strategic Action-Control
2013-09-09
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What do we Self-Regulate?
2013-09-09
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Why is Self-Regulation Important?
Self-regulated learners are successful in and beyond school. Higher motivation and confidence
Productive thinking skills & strategies(cognition)
Task relevant behaviour
Achievement
All students benefit from instructional contexts that support SRL, including students with exceptional learning needs.
I can do itI can do itI can do itI can do it
SRL develops over a lifetime
For Early Success in School
Low levels of self-regulation before school predict academic difficulties in school.
Emotional regulation (coping with frustration, persisting)
Behaviour regulation (following directions, working independently)
Children with poor regulation have problems with behaviour, completing academic tasks, and relating to peers and their teachers.
Performing well on tasks that require self-regulation predicts early school achievement even more powerfully than IQ scores and knowledge of reading and math.
Successful self-regulation in kindergarten predicts achievement through grade 6.
For Success in Middle Years …
Stage Environment Implications for SRL
Desire for autonomy Tighten control Fewer opportunities
Self-consciousness Increase social comparison
Lower motivation
We need to create environments that are psychologically safe and intellectually challenging—encourage autonomy but provide appropriate levels of support.
See J. Eccles & Colleagues writings on the topic stage-environment fit.
For Success in High School…
• Learning to take responsibility for their learning and motivation
• Preparing for transitions to work or post-secondary where they will need to work and learn independently
– Learn to grapple with complex tasks – Experience learning challenges – challenges
are opportunities to learn to SRL– Effort appropriately applied not just more
effort– Context of tasks – bigger purpose, not just
“things the teacher needs to have a grade”
SRL is important inside & outside school…
But students may need help with SRL
http://youtu.be/O8_fhBNzYNo
Top 4 challenges students identify
Challenge Description Examples N=4201400 X 10 wks
Motivation & Procrastination
Not having the will or desire to do my work (includes procrastination)
“I didn’t feel like studying”“I kept putting it off”“I wasn’t interested in the work”“I was too lazy to do it”“It didn’t seem valuable or useful”
787
Goal & Time management
Setting unhelpful goals and/or not managing my time to accomplish my goals
“I didn’t have a clear goal for learning”“My goal that was too big or too much”“I didn’t organize my time well enough”“I didn’t prioritize things”“I ran out of time”
702
Attention, Learning & remembering
Having trouble focusing attention or maintaining attention; understanding or remembering the information
“I kept losing my focus or attention”“I couldn’t make connections between course ideas or theories”“I couldn’t explain concepts in my own words”“I couldn’t remember”“I couldn’t apply or use what I studied”“I couldn’t figure out what was important”
647
Emotions Experiencing feelings that interfered with my work
“I was anxious or worried”“I was stressed out…”“I was feeling bad about it”“I was too excited to focus”“I was bored”“I felt hopeless about it”
431
Next 4 challenges students identify
Challenge Description Examples N=4201400 X 10wks
Task & Metacognitive Challenges
Challenging concepts or tasks, unclear about what should be done.
“I didn’t know what we were supposed to do””…why we were doing it”I didn’t know how to study” “I didn’t know how to [critique, apply, etc]
320
Choosing or using strategies
Having trouble knowing what strategies to use or in using appropriate strategies for the task
“I didn’t know a strategy to use for this”“I chose the wrong strategy for my work”“I didn’t know how to fix my strategy for the task”“I wasn’t sure about the best way to do this work”
285
Finding the right place & situation to study
Studying in the wrong environment or studying with the wrong people
“I couldn’t concentrate because it was too noisy”“My friends distracted me”“Other activities distracted me”“I couldn’t find a good place to work”
284
Life & Self-management
Having trouble with my health, sleep, or other life events
“I was feeling sick”“I was distracted by other things going on in my life”“I was hungry”“I was sleepy”
267
Self-regulated learning is about…
What do we need to know to help? How to help students figure out where in the SRL process
things are breaking down
How to design instruction and assessment that creates opportunities for multiple cycles of regulation to unfold
(A) Classroom tasks & contexts(B) Assessment & feedback processes(C) Interactions & relationships
Next timeNext time
• Creating safe spaces to make mistakes• Creating opportunities to learn from mistakes and be rewarded for that• Creating safe spaces to make mistakes• Creating opportunities to learn from mistakes and be rewarded for that
Break time – Think pair share
1. What are 2 ways SRL is implicated in this classroom scenario?
2. What are some of the strengths and weaknesses you see in terms of self-regulated learning?
Regulation unfolds over phases
Monitoring
Evaluating
Task
Perceptions
Goals
& PlansLarge Scale Adaptation
Task Enactment
You need to know what your job
REALLY is….and WHY.
You need to be able to break things into
specific task goals/standards that are challenging but
achievable
You need to be willing and able to adapt or
make changes during and after…learning from your history
(seizing the opportunity that failure
presents)
Winne & Hadwin (1998)
You need to engage, drawing upon a tool
kit of strategies to get in there, try it and take some risks
You need to be able to recognize when things are going sideways
Problems in planning cannot be fixed with task enactment strategies (study skills)
Lack of monitoring or inaccurate self-
evaluation
Incomplete or inaccurate Task
Perceptions
Goals-Plans without precision or commitment
Failure to adapt or turn challenges
into opportunities
Weak strategy choices or no
strategy
Where we usually intervene
Planning
Tasks are layered with information
ED-D 401 Hadwin
Students often have inaccurate or incomplete task understandings
Why do you have a
Midterm test in this class?
So you have something to grade us on?
So know what you need to teach
us again for the final?
So I can figure out if I understand and if
my studying working while I still have
time to fix it
Task Understanding Gr. 2 (Stephanie Helm)
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Time 1 Time 2 Time 3 Time 4
Pro
port
ion S
core
s
Time
Score for Target I tem Responses
Explicit
Implicit Course Concepts
Implicit Purpose
Good knowledge test scoresGood knowledge test scores
Weak but improving test scoresWeak but improving test scores Weak task understandingWeak task understanding
Good task understandingGood task understanding
Developing TU is essential to learning
Big ImprovementBig Improvement Strong emerging task understandingStrong emerging task understanding
Based on 100 case studies of post-secondary learners (Butler, 2003)
Slide prepared by: Dr. Deborah Butler (UBC)
Butler’s (2003) findings
But they don’t realize this is the problem
Task Understanding
Goal setting-planning
Enacting No Evaluation
Task Understanding 13Goal setting -
planning 6 3 1Enacting 8 3
No Evaluation 1 6
Instructor Assessment of ProblemInstructor Assessment of Problem
Stud
ent A
sses
smen
t of P
robl
emSt
uden
t Ass
essm
ent o
f Pro
blem
What can teachers do?
Facilitate task understanding Don’t do the interpretation for them Guide them through a process of
co-constructing perceptions of tasks and task features
Ask students about tasks What is your job here? Why are we doing this? What do I want you to learn? How does this relate to what we did last week?
What can teachers do?
Group/Peer discussion Have students compare task perceptions Compare plans for completing work Peer read and discuss drafts
Assess task understanding Quiz 2 minute free write Formal task analysis
Model thinking & how you find TU answers What am I being asked to do? How am I being asked to think? Why are we doing this?
Phase 2: Goal Setting
What are Goals? What you are aiming to accomplish or learn Standards for work Commitment to a particular outcome Taking what you know about a task (your task
understanding) and turning it into a plan of action standard to achieve
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Why are goals important for SRL?
• Good goals help you...o Deal with 1 little piece at
a timeo Know how to get startedo Know which strategies to
useo Generate feedback on
how well you’re doing o Get motivatedo Plan & manage your time
Goals play a central role in regulating…
http://youtu.be/9Y9tZy9EXOs
Goal Setting Video – Ian Thorpe
• Important for progress• Motivating• Challenging but achievable• Distal to proximal...right down to this
training session• Important to reflect on goals• Learn from past goals and experiences
47
Goals become important …
• In all tasks and academic work
• When choices are made available
• When there are multiple ways to demonstrate mastery
• Work extends over time (multiple classes)
• Student self-evaluation & peer evaluation are promoted
Personalized learning contexts
Not all goals are effective
What Are Good Goals in SRL?
Good goals for your academic tasks include ALL the following characteristics:
Time (day, time, duration – 2 hours max)
Action(s) (thinking process or ways of thinking)
Standard (to what degree, amount, standard)
Content (what specific course ideas/concepts)
TASC GoalsTASC Goals
50
Danger of Weak goals
MOT CHLG: This past week i found it difficult to do as much work at home
as i should have. I didn't have any deadlines in the near future. I found it difficult to keep myself motivated and focused on my course work for more
than about half an hour at a time.
In this past week i had a hard time motivating myself to get ahead in my
classes. I found that i was pushing things of and procrastinating.
Lower efficacy for next goal
This next week i would like to finish catching up on my political sciences reading and also get a head start on
my computer science project. My goal for the end of next week is to be up to
date on the readings and create an outline for my computer science
project
Maladaptive Motivation Cycle
What happens when goal setting is taught?
52
Requires task understanding
Requires sustained practice
Requires reflection
Requires examples and scaffolding
ED-D 401 Hadwin
Developing Goal Setting
Takes my 1st year undergraduates 8 weeks of setting one goal every week, before we start to see change in the quality of goals and the outcomes of setting those kinds of
goals
Takes my 1st year undergraduates 8 weeks of setting one goal every week, before we start to see change in the quality of goals and the outcomes of setting those kinds of
goals
Example: TASC Goals Identify Actions
Your goal says what action you will take to think about/learn the content
The verb in your goal statement
Gathering Information
Processing Information
Extending Information
• Define
• Describe
• Name
• Identify
• Recite
• Note
• List
• Compare
• Contrast
• Classify
• Sort
• Explain why
• Infer
• Sequence
• Analyze
• Evaluate
• Generalize
• Judge
• Predict
• If/Then
• Hypothesize
• Forecast
• Apply the principle
Learning Verbs
Learning Verbs
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Weak strategies or strategy choices
To be strategic students need to know:
• when to use the strategy
• why the strategy works
• how to apply the strategy
• how to check if the strategy works
• Customize strategies IF……
THEN…..ELSE
Reading tactics vs. strategies
https://sites.google.com/a/fessenden.k12.nd.us/hovland/homework/reading-strategieshttp://teachers.scholarschoice.ca/products/Re
ading-Strategies-Bulletin-Board-Set-p10860/?pstart=
Effort appropriately applied?
Relate to student’s experiences: a lack of confidence little sense of control over outcomes (i.e.,
low self-efficacy) frustration, boredom, anxiety Putting effort and seeing no results
Students may: try but be “actively inefficient” give up Rebel
Motivation & Self-confidence
Taking an SRL approach to figuring out the problem:
Reveals opportunities to turn challenges into successes
Taking an SRL approach to figuring out the problem:
Reveals opportunities to turn challenges into successes
Where to go from here
1. Over the next couple of weeks in your school…..think about SRL. What do you see?
2. What resonates from todays introduction to SRL?
3. What are 2 kinds of self-regulation problems or challenges you observe
Where are your students struggling?
Monitoring
Evaluating
Task
Perceptions
Goals
& PlansLarge Scale Adaptation
Task Enactment
You need to know what your job
REALLY is….and WHY.
You need to be able to break things into
specific task goals/standards that are challenging but
achievable
You need to be willing and able to adapt or
make changes during and after…learning from your history
(seizing the opportunity that failure
presents)
Winne & Hadwin (1998)
You need to engage, drawing upon a tool
kit of strategies to get in there, try it and take some risks
You need to be able to recognize when things are going sideways
Teachers as self-regulating learners
Monitoring
Evaluating
Task
Perceptions
Goals
& PlansLarge Scale Adaptation
Task Enactment
What is really going on, what is the
problem? What do I really care about?What do I want to
learn?
Breaking it down into manageable and
achievable short term goals
Identifying specific instructional strategies
You need to be willing and able to adapt or
make changes during and after…learning from your history
(seizing the opportunity that failure
presents)
Winne & Hadwin (1998)
Trying it out
Systematic tracking
How is it going?
Add to our wall…What do you know about self-regulated learning?
K What do we
know?
WWhat do we
want to learn?
LNew
SurprisingConfusingExciting
✔ ✔ ✔Or tweet your thoughts
#SRL4lifeOr tweet your thoughts
#SRL4life
Questions & Comments?