1 / 17

Developing essential skills for lifelong learning: the self-regulated learning approach

Developing essential skills for lifelong learning: the self-regulated learning approach. John Sandars Senior Lecturer Medical Education Unit, Leeds Institute of Medical Education j.e.sandars@leeds.ac.uk. What is a Self Regulated Learner? - why is it important for lifelong learning?

nita
Download Presentation

Developing essential skills for lifelong learning: the self-regulated learning approach

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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Developing essential skills for lifelong learning: the self-regulated learning approach John Sandars Senior Lecturer Medical Education Unit, Leeds Institute of Medical Education j.e.sandars@leeds.ac.uk

  2. What is a Self Regulated Learner? - why is it important for lifelong learning? - how can it be developed?

  3. TASKWhat is the process of learning?

  4. Becoming a Self Regulated Learner Learning Task NEW LEARNING

  5. Becoming a Self Regulated Learner Learning Task LEARNING STRATEGY NEW LEARNING

  6. Becoming a Self Regulated Learner METACOGNITION Learning Task LEARNING STRATEGY NEW LEARNING

  7. Self Regulated Learning Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press

  8. Self Regulatory Checklist • Planning • Monitoring • Evaluating After Ertmer P Newby TJ (1996) Instructional Science 24: 1-24

  9. Self Regulatory Checklist • Planning • What is the nature of the task? • What is my goal? • What kind of information and strategies do I need? • How much time and resources will I need? • What is my motivation? – ease/ competence • Do I need to modify environment / others?

  10. Self Regulatory Checklist • Monitoring • Do I have a clear understanding of what I am doing? • Does the task make sense? • Am I reaching my goals? • Do I need to make changes? • Do I need to modify my thoughts /emotions? • Do I need to modify the environment ?

  11. Self Regulatory Checklist • Evaluating • Have I reached my goal? • What worked? • What didn’t work? • Would I do things differently next time? • What is the impact on my motivation?

  12. The Expert Learner and Self Regulated Learning

  13. The Expert Learner • Strategic / Proactive • Self-regulated • Reflective FOCUS = THE PROCESS OF LEARNING Ertmer P Newby TJ (1996) Instructional Science 24: 1-24

  14. The evidence! SRL and academic achievement Zimmerman BJ & Schunk DH (eds) (2001) Self-regulated learning and academic achievement: Theoretical Perspectives Mahwah,NJ: Lawrence Erlbaum Monitoring - developmental - trainable Delclos VR & Harrington C (1991) Effects of strategy monitoring and proactive instruction on children’s problem-solving performance Journal of Educational Psychology 83: 35-42

  15. Developing SRL • Promote general awareness of regulation • Tutor modelling • Frequent reflection (esp when related to effective and not so effective performance) • (Pause to Learn workshops) • Use regulatory checklist • Foster conducive learning environments

  16. Developing SRL • Debate - Domain specific v generalisable • Self –report v micro-analytic (talk-aloud) • Motivation – [attribution = ability v effort ] • Most work with children and young people!

  17. Developing SRL What will YOU change in your teaching?

More Related