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Self regulated learning profcast to save brianne

Self-Regulated LearningProfCast to Save Brianne

Before listening to this ProfCast, print- out the story of Brianne and her college challenges. If Brianne were a close friend of yours, what would you tell her she should do to increase her chances for success in college. Be honest with Brianne …

She needs honesty from her friends ! !


Traxoline student let s review brianne s problem
Traxoline StudentLet’s Review Brianne’s Problem

  • Brianne is having trouble in college and part of the problem is how she learned in high school. Reflect on her problems in relation to the following topic?

    • Where does she study ?

    • When does she study ?

    • How does she study

    • What motivates her to study for a test/class?


Characteristic of self regulated learners the things brianne isn t doing
Characteristic of Self-Regulated LearnersThe things Brianne isn’t doing

The most important characteristic of

expert learners is the plan they implement:

  • Clear goals: performance and process goals

  • Clear strategies to achieve their goals (time management)

  • In “control” of their motivation and their affect

  • Keep record of progress & self-monitor & self-reinforce


Characteristic of self regulated learners
Characteristic of Self-Regulated Learners

The most important characteristic of

Expert learners is the plan they implement:

  • Clear goals: performance and process goals

  • Clear strategies to achieve their goals (time management)

  • In “control” of their motivation and their affect

  • Keep record of progress & self-monitor & self-reinforce

  • Rehearse and memorize information (and a plan for how)

  • Elaborate information into their own lives (make it real for them)

  • Organize and transform information (and a plan for how)

  • Use deeper level processing skills(integrating information in their lives, compare it to prior learning, and monitoring comprehension)

Academic success is not just about “smart”


Self regulated learning
Self-Regulated Learning

“Self-Regulated learning involves the active, goal-directed, self-control of behavior, motivation, and cognition for academic tasks by individual students.”

P. Pintrich, p.5, 1995

There are three dimensions to Self-Regulated Learning

  • Observable Behavior

  • Motivation and Affect

  • Cognition or Cognitive Strategies


Broad overview of srl what is regulated
Broad Overview of SRLWhat is regulated?

  • SRL of Behavior

    • Time, Study Environment, People, Resources

  • SRL of Motivation & Affect

    • Controlling motivation beliefs and anxieties

  • SRL of Cognitive Strategies

    • Rehearsal Strategies

    • Elaboration Strategies

    • Organization Strategies


Self regulation of behavior how is brianne regulating her behavior
Self-Regulation of BehaviorHow is Brianne regulating her behavior ?

SR of Behavior is active control of resources including:

  • Time – Time management; When she studies; Distributed Practice

  • Study Environment – Where; Temp, light, noise


Self regulation of behavior how is brianne regulating her behavior1
Self-Regulation of BehaviorHow is Brianne regulating her behavior ?

SR of Behavior is active control of resources including:

  • Time – Time management; When she studies; Distributed Practice

  • Study Environment – Where; Temp, light, noise

  • Peer – Who & When: alone, pairs, groups

  • Faculty – Class questions, Office hours, E-Mail


Self regulation of behavior how is brianne regulating her behavior2
Self-Regulation of BehaviorHow is Brianne regulating her behavior ?

SR of Behavior is active control of resources including:

  • Time – Time management; When she studies; Distributed Practice

  • Study Environment – Where; Temp, light, noise

  • Peer – Who & When: alone, pairs, groups

  • Faculty – Class questions, Office hours, E-Mail

  • Textbook – Reading, studying, SQ4R

  • Notes – Note taking skills, classroom attention, organization

  • Extra Materials – Ed Sykes, MCPT, PPs, Basic Concepts


Using sr of behavior requires
Using SR of Behavior Requires:

  • Knowledge of available resources

  • Self-Efficacy to manage resources

  • Value the goal enough to use the resources

  • Actively monitor of her behavior

  • If Brianne doesn’t know she doesn’t know… she won’t know to use this ! ! !

  • And it is likely she thinks she know even when she doesn’t really know.


Broad overview of srl what is regulated1
Broad Overview of SRLWhat is regulated?

  • SRL of Behavior

    • Time, Study Environment, People, Resources

  • SRL of Motivation & Affect

    • Controlling motivation beliefs and anxieties

  • SRL of Cognitive Strategies

    • Rehearsal Strategies

    • Elaboration Strategies

    • Organization Strategies


Self regulation of motivation and affect

Will is our motivational orientation

Goals

Values

Expectancies

Which influences us to use 

Skill is our use of the appropriate resources.

Self-Regulation of Motivation and Affect


Self regulation of motivation and affect1

Will is our motivational orientation

Goals

Values

Expectancies

Which influences us to use 

Skill is our use of the appropriate resources.

Resource management

Cognitive Strategies

Reflection strategies

Self-Regulation of Motivation and Affect

If Brianne doesn’t have the will (discipline) she won’t use the skills.


Self monitoring attributions
Self-Monitoring & Attributions

Self-monitoring reveals & elicits beneficial attributional pattern in success & failure:

  • Success If your success is due to effort & strategies

    Increased self-efficacy & positive affect

  • Failure  If your failure is due to lack of effort or poor strategies

    Increases the chances for change

    Self-monitoring should begin to help Brianne control her affect and motivation


Strategies for regulating motivation affect

SR of Motivation

Beliefs – Self-efficacy & Attributions

Interest & Valuing

SR of Affect

Anxiety – Test anxiety is controllable

Fear of Failure

Strategies for RegulatingMotivation & Affect

The key is to know yourself and keep your emotions

in check. The best way to do that is to plan far in

advance and use Distributed Practice.


Self regulation of cognitive strategies this is the key to changing learning
Self-Regulation of Cognitive StrategiesThis is the key to changing learning ! ! !

  • Rehearsal Strategies

  • Elaboration Strategies

  • Organizational Strategies


What does this mean
What does this Mean ?

The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee an end to the necessity for this task in the immediate future, but then one never can tell.


Understanding the importance of connecting new learning to old learning
Understanding the Importance of Connecting New Learning to Old Learning

The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well. The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee an end to the necessity for this task in the immediate future, but then one never can tell.

Washing Clothes

Putting learning into context is crucial ! ! !


Cognitive rehearsal strategies
Cognitive Rehearsal Strategies

  • Rehearsal Strategies – Not all strategies are alike

    • Mnemonics – Tricks to increase recall

      • Acronyms using initial letters – N.A.S.A

      • Creative Sentences – “Every good boy does fine.”

      • Rhymes & Songs – “30 day hath September”

    • Visualization – The more vivid the better


Cognitive rehearsal strategies1
Cognitive Rehearsal Strategies

  • Rehearsal Strategies – Not all strategies are alike

    • Mnemonics – Tricks to increase recall

      • Acronyms using initial letters – N.A.S.A

      • Creative Sentences – “Every good boy does fine.”

      • Rhymes & Songs – “30 day hath September”

    • Visualization – The more vivid the better

  • Thoughtful Rehearsal – Mindless rehearsal of non-meaningful material is a waste of time. What does it mean ?

  • Massed vs. Distributed Practice – Don’t over-burden your brain. This is CRITICAL ! Think minutes not hours. But it requires that you care enough to plan ahead and set aside minutes.

These “tricks” are not for dumb students. They are strategies

that good students use all the time. Try them, they work!


Cognitive elaboration strategies
Cognitive Elaboration Strategies

Elaboration aids retention by linking new information to information in LTM – Make it real & personal for you !

  • Understandingnot just memorizing (No traxoline)

  • Paraphrase concepts into your own words

  • Summarizeand re-write text, lecture, and your notes.

  • Create Analogies that are yours – How do concepts relate?

  • Asking & Answering Questions in class, with partner

  • Create Your Own Examples – Key to success & Level II


Cognitive organization strategies

Memorize these “words”

FB

IMT

VU

SAHB

OC

IA

Cognitive Organization Strategies


Cognitive organization strategies1

Memorize these “words”

FB

IMT

VU

SAHB

OC

IA

How about this list

FBI

MTV

USA

HBO

CIA

Cognitive Organization Strategies

What makes the second list so much easier to remember?


Cognitive organizational strategies
Cognitive Organizational Strategies

The 2nd list is easier to remember because it has meaning.

How much of what you learn has personal meaning to you?

  • Organize information into meaningful patterns TO YOU !

  • Research on “non-sense” words has demonstrated that humans learn by making sense of non-sense. Are you making sense of what you learn or learning non-sense?


Cognitive organizational strategies1
Cognitive Organizational Strategies

The 2nd list is easier to remember because it has meaning.

How much of what you learn has personal meaning to you?

  • Organize information into meaningful patterns TO YOU !

  • Research on “non-sense” words has demonstrated that humans learn by making sense of non-sense. Are you making sense of what you learn or learning non-sense?

  • Do you believe that taking the extra time to organize information is taking too much time and effort?


Cognitive organizational strategies2
Cognitive Organizational Strategies

Giving information meaning and structure increases retention and saves you time ... in the long run.

Memorize these words:

Girl Purple Blue Hawk Eagle

Heart Finger Organ Green Child

Robin Flute Man Lung Piano

As you memorize them, think about how you are doing that.


Cognitive organizational strategies3
Cognitive Organizational Strategies

Giving information meaning and structure increases retention

Memorize these words:

Girl Purple Blue Hawk Eagle

Heart Finger Organ Green Child

Robin Flute Man Lung Piano

Would it be easier to remember this list?

Green Man Piano Heart Eagle

Blue Girl Flute Lung Hawk

Purple Child Organ Finger Robin

What makes the second list easier? If it works so well, why aren’t you doing that with material you are learning? What can you do to make the material you teach easier?


Cognitive organizational strategies learning teaching strategies
Cognitive Organizational Strategies:Learning & Teaching Strategies

Organizational strategies are effective and the more complicated the information the more effective they are is supporting learning.

  • Outlines

  • Graphic Organizers

  • Concept Maps (Inspiration)

  • Hierarchies

  • Ed Syke Games

  • When you need to compare & contrast create a method that helps you “see” this.


Comparing learning strategies rehearsal vs elaboration vs organization
Comparing Learning Strategies:Rehearsal vs. Elaboration vs. Organization


Brianne s solution
Brianne’s Solution

  • What should Brianne do to regulate her behavior ?

  • What should Brianne do to regulate motivation & affect?

  • What rehearsal strategies should Brianne use?

  • What elaboration strategies should Brianne use?

  • What organizational strategies should Brianne use?

  • Is it possible (likely?) that Brianne can change? What will she need to do to have the discipline to change?


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