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Self Regulated Learning Masterclass

Self Regulated Learning Masterclass. Module 1 Introduction to SRL. Aims of the Masterclass. Understand the principles of self regulated learning (SRL) and how they apply to GP training Develop frameworks of supporting SRL in key areas of the GP curriculum

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Self Regulated Learning Masterclass

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  1. Self Regulated Learning Masterclass Module 1 Introduction to SRL

  2. Aims of the Masterclass • Understand the principles of self regulated learning (SRL) and how they apply to GP training • Develop frameworks of supporting SRL in key areas of the GP curriculum • Reflect on and analyse their self regulation of their own teaching and coaching • Improve consultation skills teaching using techniques to facilitate SRL • Use the principles to identify trainees more likely to fail, reasons behind the difficulty and implement appropriate educational interventions

  3. Why Self Regulated Learning? • Evidence base within educational psychology • Links to GP curriculum • Competency 10 - maintaining performance, learning and teaching • E-portfolio • Links to current teaching methods in GP • Adult learning principles

  4. Learning and Teaching Methods

  5. What is our Starting Point? • All course participants are effective self regulated learners in the context of:- • Medicine • General practice • GP Training • All our trainees are effective self reflective learners in the course of their learning in their education so far

  6. My Success • My success depends on my intelligence, which I was born with • Although I can learn things I cant change my mental abilities • My success depends on the strategies that I choose

  7. :When I have a Task to Achieve • I try and complete the whole task in one go • I break the task down into small steps • I think of different ways of achieving the task and use the one most likely to work • I tend not to attempt a task if I don’t think I am able to do it

  8. When Performing a Task • I use different ways to remind myself of what I should do • I constantly check to see if my strategies are working • I work in different ways dependent on how well I am doing • I compare my performance to my peers

  9. After I have Completed a Task • I always reflect on how well I have done • I always seek objective feedback • I always consider whether I can improve how I achieved the task • I compare my outcomes with others

  10. If I Fail in a Task • I will keep trying until I succeed • I do something else instead • I try to change the method I use • I worry about whether I am good enough • I look for external factors for causes • I ask others for help

  11. Successful Learners

  12. Planning • Successful Learners • Set specific short term objectives related to longer term aims (hierarchy of goals) • Believe they will succeed • Are intrinsically interested in the subject they are learning • Plan how they will learn (as well as what) • Have a learning goal orientation not a performance goal orientation

  13. Doing (Performing) • Successful learners • Use specific planned strategies to achieve the learning • Monitor their performance against their planned objectives and strategies • Self record their monitoring (decreases reliance on recall and enables them to interpret smaller changes in performance)

  14. Reflection • Successful learners • Reflect on the strategy used • Attribute problems in performance to strategies used • Have an adaptive reaction to problems in performance (i.e. will change strategy) • Control negative emotions • Persevere in achieving a task • Motivate themselves to continue learning

  15. Self Regulated Learning Cycle

  16. Metacognition • Thinking about thinking – being aware of thought processes • Goal setting • Strategy selection • Monitoring of learning and strategy • Reflection on learning process as well as outcome

  17. Motivation • Goal Orientation • Performance or mastery (learning) orientation • Approach or avoidance • Task interest • Intrinsic or extrinsic • Attribution • Locus of control • Ability vs. strategy • Self Esteem • Self efficacy beliefs

  18. Attitudes Beliefs and Values • Goal orientation • Self beliefs • efficacy • Ability • Self worth • Beliefs about intelligence • Entity or incremental • Beliefs about learning

  19. Beliefs about learning

  20. Goal Orientation • Describes the motivation for learning • Mastery (learning) goal orientation is learning to improve competence (intrinsic motivation) • Performance goal orientation is learning for a level of performance – usually as judged by others, often for ego protection • Either can be approach or avoidance • Approach is development of competence • Avoidance is not being incompetent

  21. Performance Goal Orientation • Approach is demonstrating competence • Avoidance is not appearing incompetent • Learners with a performance goal orientation (particularly avoidance) are more likely to:- • protect their own competence perceptions by comparisons to others • have a belief that their mental ability is a fixed entity • have maladaptive responses to challenge e.g. avoidance, blaming others

  22. Learning Goal Orientation • Approach is development of competence • Avoidance is not being incompetent (e.g. mistakes) • Learners with a learning goal orientation are more likely to:- • Seek out constructive feedback – both positive and negative • Continually want to improve • Have a belief that success depends on the strategy they use, not their mental ability • Persevere if they don’t succeed

  23. Assessing SRL • Questionnaires • Reflective journals • Task specific questions • General e.g. e-portfolio • Micro analysis • Questioning about thoughts, feelings and behaviour before, during and/or after a task • Observation of Behaviours

  24. The Programme • Session 1 • Understanding the model • Self application • Application to trainees • Development of learning goals • Session 2 • How can SRL be facilitated or taught • Define specific skills • Development of SMART objectives for ourselves

  25. The Programme • Session 3 • Practising the skills • Practice facilitating SRL and receiving feedback • Reflection on feedback and own learning aims and objectives • Session 4 • Planning the next steps

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