Self-Regulated Learning by dfhdhdhdhjr

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									Self-Regulated Learning

      Students take charge of their
      own learning.
Self-Regulated Learning

   Students are able to monitor, assess,
    and modify their behavior based on
    their evaluation of what they have
    successfully learned.
   Students are able to be in charge of
    their learning and studying
    environment.

     (Winne, 1995)
Self-Regulated Learning
   Students can manage their time.
   Students can request support when
    needed.
   Students believe that they can be
    academically successful (self-efficacy).
   Students are able to set goals, plan,
    and use study strategies.
   Students are able manage their
    emotions, i.e. test anxiety.
    (Winne, 1995)
What does Self-Regulated
Learning Look Like?
1.   Students know cognitive and study
     strategies.
2.   Students know when to use the strategies.
3.   Students can plan and manage their time.
4.   Students can focus on learning and goals.
5.   Students believe they can learn (self
     efficacy).
6.   Students have a positive attitude towards
     learning.
7.   Students can self-motivate to learn.
      (Ley & Young, 1998 ; Schraw, Crippen, & Hartley, 2006; Winne,
     1995)
 Self-Regulated Learners’
 Task Behaviors
1.   Analyze the task:
         Interpret the task requirements.
2.   Set specific goals:
         Select appropriate strategies.
3.   Implement strategies:
         Monitor progress (internal feedback).
4.   Adjust the strategies.
5.   Use self-motivational strategies:
6.      Keep on task.
        Combat discouragement.
        Deal with difficulties.

     (Vockell, 2001)
Self-Regulated Learning
   Can be taught and can be learned:
       Self-assessment:
           Monitor your own performance.
       Self-judgment:
           Evaluate your own work.
       Self-Modification:
           Set goals.
           Use self talk.
           Change the environment -eliminate distractions.
           Ask for help.

            (Vockell, 2001)
Self-Regulated Learning
 High achieving students:
      Set more detailed learning goals.
      Use a multiplicity of strategies.
      Self-monitor more frequently.
      Systematically modify efforts,
       goals, and strategies.


       (Rubin & Reis, 2006)
Self-Regulated Skills Cycle


          Self
                                  Forethought
       Reflection




                    Performance
                      Control

                                     (Zimmerman, 2002, 1998)
Phase 1:
Forethought

   When will I write the paper?
   Where will I write the paper?
   How will I get started writing?
   What will help me write the paper?



                         (Zimmerman, 2002, 1998)
Phase 2:
Performance Control

   Am I accomplishing the work?
   Is this work taking more time than I
    thought?
   Can I encourage myself (use self-
    talk) to keep going?
   What will help me?

                            (Zimmerman, 2002, 1998)
Phase 3:
Self-Reflection
   Did I do a good job writing that paper?
   How did I keep on task?
   What helped me?
   Did I give myself enough time?
   Did I choose the right study strategies?
   Did I set rewards and consequences
    for myself?
   Did I follow my plans?
                             (Zimmerman, 2002, 1998)
Self-Regulation Strategies
   Organizing Information:
       Outline.
       Summarize.
       Highlight.
       Use index cards to self test.
       Draw diagrams.
       Use concept maps.
Self-Regulation Strategies
   Set Goals.
   Devise a plan to achieve the goals.
   Manage your time well.
   Keep records and self-monitor:
        Take notes.
        Gather information.
        Organize information.


        (Vockell, 2001; Winne, 1995; Zimmerman, 2002)
Self-Regulation Strategies
   Rehearsing and memorizing:
       Use mnemonic devices.
       Teach someone else the concepts.
       Make up and answer sample questions.
       Use mental imagery.
       Overlearn-Use repetition.
       Say notes aloud.


        (Vockell, 2001; Winne, 1995; Zimmerman, 2002)
Self-Regulation Strategies
   Behavioral:
       Self assessment:
            Break the task down into its parts.
            Set goals.
       Set up consequences for yourself:
            Use positive reinforcement:
                What will I do to reward myself for a job well done?
            Set consequences:
                What will I do if I do not follow through?



            (Vockell, 2001; Winne, 1995; Zimmerman, 2002)
Self-Regulation Strategies
     Where will I gather Information?
         Library, Internet, textbook, notes.
     Where will I study?
         Eliminate distractions, comfortableness, plan
          study periods and breaks.
     Where and when will I request
      assistance?
         Help from peers & professors.
         Tutoring.
Self-Regulation Strategies
     Structuring the environment:
         Arrange the physical setting.
         Eliminate distractions.
         Break up study periods.
             Spread study periods over time.
     Seeking assistance:
         Help from peers.
         Help from the professor.
         Tutoring.
References
Jakubowski, T., & Dembo, M. (April, 2002). Social cognitive factors
    associated with the academic self-regulation of undergraduate
    college students in a learning and study strategies course. Paper
    presented at the annual meeting of the American Educational
    Research Association, New Orleans, LA.

Ley, K., & Young, D. (1998). Self-regulation behaviors in underprepared
    (developmental) and regular admission college students.
    Contemporary Educational Psychology, 23, 42-64.
    doi:10.1006/ceps.1997.0956

Ruban, L., & Reis, S. M. (2006). Patterns of self-regulatory strategy use
   among low-achieving and high-achieving university students. Roeper
   Review, 28, 148-156. doi:10.1080/02783190609554354
References
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation
    in science education: Metacognition as part of a broader perspective
    on learning. Research in Science Education, 36, 111-139.
    doi:10.1007/s11165-005-3917-8

Vockell, E. L. (2001). Self-regulation of learning. In E. L. Vockell (Ed.),
   Educational psychology: A practical approach (Online ed.). Retrieved
   from
   http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy7/edps
   y7_self.htm

Winne, P. H. (1995). Inherent details in self-regulated learning.
   Educational Psychologist, 30(4), 173-187.
   doi:10.1207/s15326985ep3004_2
References
Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into
   Practice, 41(2), 65-70. doi:10.1207/s15430421tip4102_2

Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic
   regulation: An analysis of exemplary instructional models. In D. H.
   Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From
   teaching to self-reflective practice (pp. 1-19). New York, NY: Guilford
   Press.

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-
   regulated learners: Beyond achievement to self-efficacy. Washington,
   DC: American Psychological Association.

								
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