Self-Regulated Learning

ProfCast 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 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

The most important characteristic ofexpert learners is the plan they implement:Clear goals: performance and process goalsClear strategies to achieve their goals (time management)

In “control” of their motivation and their affectKeep record of progress & self-monitor & self-reinforce

Characteristic of Self-Regulated Learners

The most important characteristic ofExpert learners is the plan they implement:Clear goals: performance and process goalsClear strategies to achieve their goals (time management)

In “control” of their motivation and their affectKeep record of progress & self-monitor & self-reinforceRehearse 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 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

1. Observable Behavior2. Motivation and Affect3. Cognition or Cognitive Strategies

Broad Overview of SRLWhat is regulated?

SRL of BehaviorTime, Study Environment, People, Resources

SRL of Motivation & AffectControlling motivation beliefs and anxieties

SRL of Cognitive StrategiesRehearsal StrategiesElaboration StrategiesOrganization Strategies

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 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, noisePeer – Who & When: alone, pairs, groups

Faculty – Class questions, Office hours, E-Mail

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, noisePeer – 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:

Knowledge of available resourcesSelf-Efficacy to manage resourcesValue the goal enough to use the resourcesActively 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 SRLWhat is regulated?

SRL of BehaviorTime, Study Environment, People, Resources

SRL of Motivation & AffectControlling motivation beliefs and anxieties

SRL of Cognitive StrategiesRehearsal StrategiesElaboration StrategiesOrganization Strategies

Self-Regulation of Motivation and Affect

WillWill is our motivational orientation

GoalsValuesExpectancies

Which influences us to use

Skill Skill is our use of the appropriate resources.

Self-Regulation of Motivation and Affect

WillWill is our motivational orientation

GoalsValuesExpectancies

Which influences us to use

Skill Skill is our use of the appropriate resources.

Resource managementCognitive StrategiesReflection strategies

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

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 RegulatingMotivation & Affect

SR of MotivationBeliefs – Self-

efficacy & Attributions

Interest & Valuing

SR of AffectAnxiety – Test

anxiety is controllable

Fear of Failure

The key is to know yourself and keep your emotionsin 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 ! ! !

Rehearsal Strategies

Elaboration Strategies

Organizational Strategies

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.

What does this Mean ?

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

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 Strategies

Rehearsal Strategies – Not all strategies are alike

Mnemonics – Tricks to increase recall

Acronyms using initial letters – N.A.S.ACreative 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 strategiesthat good students use all the time. Try them, they work!

Cognitive Elaboration Strategies

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

Understanding not just memorizing (No traxoline)

Paraphrase concepts into your own words

Summarize and 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

Memorize these “words”

FB

IMT

VU

SAHB

OC

IA

How about this list

FBI

MTV

USA

HBO

CIA

What makes the second list so much easier to remember?

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 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 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 Strategies

Giving information meaning and structure increases retentionMemorize these words:Girl Purple Blue Hawk EagleHeart Finger Organ Green ChildRobin Flute Man Lung Piano

Would it be easier to remember this list?Green Man Piano Heart EagleBlue Girl Flute Lung HawkPurple 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 StrategiesOrganizational strategies are effective and the

more complicated the information the more effective they are is supporting learning.

OutlinesGraphic OrganizersConcept Maps (Inspiration)

HierarchiesEd Syke Games

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

Comparing Learning Strategies:

Rehearsal vs. Elaboration vs. Organization

Brianne’s Solution1. What should Brianne do to regulate her behavior ?

2. What should Brianne do to regulate motivation & affect?

3. What rehearsal strategies should Brianne use?

4. What elaboration strategies should Brianne use?

5. What organizational strategies should Brianne use?

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