Promoting Self-Regulated Promoting Self-Regulated Learning in Content CoursesLearning in Content Courses

Charlotte Skinner, Robin Lightner,

Gene Kramer, & Jenni Marshall

Pillars of TransferPillars of TransferPillars of TransferPillars of Transfer

1.Content

2.Context

3.Learner

Alexander & Murphy, 1999

Self-Regulated LearningSelf-Regulated LearningSelf-Regulated LearningSelf-Regulated Learning

Self-Regulated LearningSelf-Regulated LearningSelf-Regulated LearningSelf-Regulated Learning

• Important Learner Characteristic

• Includes Metacognition

• Is the skill Learned versus Developed

• Involving students and supporting their own self-regulation

Self-Regulated LearningSelf-Regulated LearningSelf-Regulated LearningSelf-Regulated Learning

1. Identify Problem

2. Examine past experiences

3. Brainstorm solutions

4. Set short and long-term goals

5. Monitor

6. Adjust

7. Evaluate Hudesman et al., 2006; Zimmerman, 2006

How is SRL useful?How is SRL useful?Faculty Problem SolvingFaculty Problem Solving

How is SRL useful?How is SRL useful?Faculty Problem SolvingFaculty Problem Solving

1. A framework for classroom problem solving for SoTL

Improving Student SRL Improving Student SRL Improving Student SRL Improving Student SRL

2. Present the model explicitlya) Go through a nonacademic example

b) Go through an academic example

c) Talk about your own changes to the course

d) Help students brainstorm

e) Provide structure for monitoring

Improving SRLImproving SRL Improving SRLImproving SRL

Date Goal Outcome Adjustment

Week of April 30th

Week of May 7th

Week of May 14th

OVERALL PAPER GOAL

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3. Activity: Describe a task that was at first very difficult, but then you were able to master.

a) Point out effort and strategy choice

b) Allows students to relate to classmates with expertise.

Improving SRLImproving SRLImproving SRLImproving SRL

4. Syllabus ratingsExam 1

Points possible: 100

Points predicted:

Points earned:

Do differently next time:

Reaction Paper 1

Points possible: 50

Points predicted:

Points earned:

Do differently next time:

Improving SRLImproving SRLImproving SRLImproving SRL

5. Monitoring practice

Self-rating on each assignment or on course goals. Reflection afterwards in journal or syllabus.

6. Assignment revisions

Test revisions for partial credit emphasize mastery over performance motives.

For MC, ask students to provide the question’s concept, a definition, and a new example.

Improving SRLImproving SRLImproving SRLImproving SRL

7. Readiness ratings:

Physical 1-10

Emotional 1-10

Cognitive 1- 10

8. Courses in a sequence—PRETEST or attitude survey/questionnaire

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9. Reflective writings

Process focused

Letters to future students in the course

10. Muddiest point (lecture break)

Improving SRLImproving SRL11. Concept Maps

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12. Dealing with new vocabulary

Book definition: Similar to:

Dissimilar to: Personal meaning:

Improving SRLImproving SRLImproving SRLImproving SRL

13. Mnemonics practice

--acrostics

--rhymes

--songs

--images

Improving SRLImproving SRLImproving SRLImproving SRL

13. Differentiating “errors” from “mistakes”

Improving SRL: Improving SRL: In summaryIn summary

Improving SRL: Improving SRL: In summaryIn summary

• From knowledge transmission model to students responding to their own behavior

• Individualized feedback

• Interpretation of errors as a source of learning

Individual Worksheet

Preparatory Algebra Example

Calculus Example

References

Gerhardt, M. (2007). Teaching self-management: The design and implementation of self-management tutorials. Journal of Education for Business,83(1) 11-17.

Hattie, J., Biggs, J. & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66 (2), 99- 136.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70.