bruce harris director center for teaching and learning excellence
Download
Skip this Video
Download Presentation
Bruce Harris Director, Center for Teaching and Learning Excellence

Loading in 2 Seconds...

play fullscreen
1 / 27

Bruce Harris Director, Center for Teaching and Learning Excellence - PowerPoint PPT Presentation


  • 78 Views
  • Uploaded on

Strategies for Helping Students Become More Effective Self-Regulated Learners. Bruce Harris Director, Center for Teaching and Learning Excellence. Introduction. To be discussed in session. Objectives of Workshop.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Bruce Harris Director, Center for Teaching and Learning Excellence' - harrison-sullivan


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
bruce harris director center for teaching and learning excellence

Strategies for Helping

Students Become More Effective

Self-Regulated Learners

Bruce Harris

Director, Center for Teaching

and Learning Excellence

introduction
Introduction

To be discussed in session.

objectives of workshop
Objectives of Workshop
  • Recognize the importance of helping students go beyond basic study skills to help students become more effective self-regulated learners.
  • Recall five self-regulated learning strategies that we can teach our students.
workshop agenda
Workshop Agenda
  • Background and Nature of Self-regulated Learning
  • Five Self-regulated Learning (SRL) Strategies
what is a self regulated learner
What is a Self-regulated Learner?
  • Students who are academically successful tend to be self-regulated.
  • The term self-regulated can be used to describe learning that is guided by executive processing (metacognition, conditional awareness, self-monitoring, etc.), cognitive processing (planning, declarative knowledge, procedural knowledge, etc.), and motivation (self-efficacy, goal orientation, attributional orientation, etc.) to learn.
what is a self regulated learner1
What is a Self-regulated Learner?

Self-regulated learners systematically direct their thoughts, feelings, and actions toward the attainment of their goals. They are cognizant of their academic strengths and weaknesses, they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks, and they are self-motivated.

dual system model of cognition learning
Dual System Model of Cognition/Learning

Contemporary cognitive psychologists distinguish between two levels of cognition*:

Level1 (S1): Implicit cognition – largely intuitive, hard-wired, effortless; focused on typical, stable problems and skills.

Level2 (S2): Explicit cognition - conscious, effortful; focused on novel problems and skills.

* L1 processing is the default mode.

example of two systems interacting
Example of two systems interacting

To be discussed in session.

slide10

Academic Cognition/Learning

To be discussed in session.

five srl strategies
Five SRL Strategies
  • Conditional Awareness
  • Self-monitoring
  • Self-evaluation
  • Self-motivation
  • Self-explanation
conditional awareness
Conditional Awareness

Defined a student’s ability to identify and execute appropriate learning strategies by recognizing contextual clues in a particular learning situation and context.

conditional awareness1
Conditional Awareness

Instructional Strategies

  • Encourage students to set goals and develop a strategic plan based on contextual clues.
  • Sources of contextual clues:
    • Syllabus
    • Instructor’s lessons
    • Help seeking resources
self monitoring
Self-monitoring

Defined as a student’s awareness of their comprehension or performance during or shortly after completing an academic task.

self monitoring1
Self-monitoring

Instructional Strategies

  • Encourage students to review their work to determine whether it meets all the criteria specified by the instructor.
  • Encourage students to ask themselves:
    • “Have I identified all of the key points in this article?”
    • “I didn’t do as well as I thought I would on the last test. What learning strategies do I need to use to prepare for the next exam so I get an A on the exam?”
    • “My attention is beginning to drift. I need to stay focused for the next 45 minutes and then I will take a 10 break.”
self evaluation
Self-evaluation

Defined as a student’s self-judgment on their performance by comparing it to their goal.

self evaluation1
Self-evaluation

Instructional Strategies

  • Encourage students to review their strategic plan and determine what adjustments, if any, they need to make.
  • Encourage students to ask themselves:
    • “If I were to take a quiz on this topic right now, what grade would I expect?”
    • “Now that I have finished reviewing my notes, I need to ask myself how well am I understanding this topic.”
    • “Now that I know my score on this exam, what would I do differently for the next exam to do better?”
    • “To what degree am I following the plan I made for achieving my goal?
self motivation
Self-motivation

Defined as a student’s awareness of his/her motivation level in regards to achieving his/her goal.

self motivation1
Self-motivation

Instructional Strategies

  • Encourage students to assess their motivation level and to increase their motivation if necessary.
  • Encourage students to say to themselves:
    • “I feel like my motivation is low. I need to remind myself that I have been a successful student in the past and that I have overcome difficult challenges on other occasions.”
    • “As soon as I complete the self-test, I am going to reward myself.”
    • “Even though this article is taking much more time than I anticipated, I am not going to give up until I complete it.”
self explanation
Self-explanation

Defined as a type of metacognitive activity wherein students attempt to analyze, clarify, amplify, draw inferences, interpret, and then explicate to themselves the subject matter of the course.

self explanation1
Self-explanation

Instructional Strategies

  • Encourage students to attempt to generate self-explanations as they study.
  • Encourage students to ask themselves:
    • “How would I describe the situation, problem, concept, activity, etc.?”
    • “What possible implications or predictions can I draw from the information thus far?”
    • “How would I sum up, interpret, or explain the situation, problem, concept, activity, etc. thus far to someone else?
review
Review
  • We can help our students to become more effective self-regulated learners in both F2F classes and online courses; however, it will not happen overnight.
  • Five self-regulated learning strategies we can teach our students:
    • Conditional Awareness
    • Self-monitoring
    • Self-evaluation
    • Self-motivation
    • Self-explanation
ad