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SRL Institute at UBC was a great success. Over 230 educators, researchers, and leaders shared ideas for supporting self-regulation in BC classrooms
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Welcome!
SRL Canada Consortium
Western Contingent …
• Deborah Butler, UBC
• Allyson Hadwin, Univeristiy of Victoria
• Nancy Perry, UBC
• Leyton Schnellert, UBC-O
• Philip Winne, SFU
Thank you!
• Professional Development and Community Engagement Office, UBC
• Mark Edwards
• Jo-Anne Chilton
• Heather McGregor
• Jenny Enckevort
• Shapoor Marfatia
Thank you!• Students/Volunteers
• Charlotte Brenner (UBC, SD36 Surrey)
• Celia Browning (SD39 Vancouver)
• Rebecca Collie (UBC)
• Alissa Ehrenkranz (SFU)
• Gigi Hofer (UBC)
• Elina Määttä (University of Oulu, Finland)
• Silvia Mazabel Ortega
• Kimerly McNeil (UBC)
• Shelley Moore (UBC, SD38 Richmond)
• Nikki Yee (UBC)
Shape of the Day8:30 Registration, coffee, etc.
9:00 Welcome!
9:15 Keynote address: Dr. David Whitebread
10:30 COFFEE BREAK
10:45 Panel 1
Table Activity 1
12:00 LUNCH (not catered)
13:00 Table Activity 1 (debrief)
13:20 Panel 2
Table Activity 2
14:40 What’s Next?
15:00 Networking Reception
FYI•Materials on Tables
•KW Sheets
•Question Boxes
•Twitter Feed: #srlcanada
•Displays
David WhitebreadSenior Lecturer in Psychology & Education at the University of Cambridge.
Developmental psychologist and early years specialist
Taught in early years and primary schools for 12 years, mainly in Leicestershire, England.
Research interests:• Metacognition and self-regulation in young children's learning• Play and learning
Publications:• Teaching and Learning in the Early Years (3rd Ed, 2008, Routledge) • Developmental Psychology & Early Childhood Education (2011, Sage).
Panel 1: SRL Foundations
Marilyn ChapmanProfessor in Language and Literacy Education at UBC and Director of the Institute for Early Childhood Education and Research
• Marilyn has been an active participant in BC Ministry of Education curriculum since the mid-1980s.
• She was an active member of the Primary Program teams that produced the Primary Program versions in 1989, 1990, and 2000 (Lead Writer).
• She is the lead writer of the BC Full Day Kindergarten Guide (2010) and prepared drafts for the Primary Program 2010 Edition.
• Her work on that document emphasized the important role self-regulation plays in young children’s development and learning.
• Marilyn’s research interests are related to socio-cognitive dimensions of young children’s learning across all areas of development
• particularly in relation to play, engagement, literacies, and contexts that support children’s learning and development.
Nancy PerryProfessor in Educational and Counselling Psychology, and Special Education at UBC
Research Goals: To understand …• how features of classroom contexts, including tasks, instructional
practices, and interpersonal relationships, support SRL• how teachers can be helped to design tasks and interact with students in
ways that support SRL
Guiding Principles• Study young (elementary age) children as well as students in the
intermediate grades and beyond• Conduct research in classrooms• Relate to social views of learning
Current Projects• Longitudinal study of children’s developing SRL• Teacher motivation study• Youth study
Deborah ButlerProfessor in Educational and Counselling Psychology, and Special Education at UBC
Interest since the mid-1980's in supporting "strategic" learning and "empowering" learners
Over twenty years of collaborative research/practice with educators• intermediate, secondary, post-secondary contexts• inclusive classrooms and support settings
Research interests• What is strategic, self-regulated learning? what does it look like in
classrooms?• How can we support development of self-regulating learners in the
context of meaningful activities (i.e., school work)• What are the benefits of supporting self-regulation, particularly in
meeting the needs of diverse learners?• How can we support teachers' professional learning and inquiry
processes, particularly in bridging theory/research & practice?
Maureen DockendorfSuperintendent of Reading for British Columbia’s Ministry of Education
Background:• elementary classroom teacher; principal, SD #43 assistant
superintendent• recently seconded to the Ministry of Education to lead the Changing
Results for Young Readers project and to support transformational change within BC education system
2012-2013 Changing Results for Young Readers Project:• goal of the ongoing project: to increase the number of engaged
successful readers who choose to read, not just readers who are able to read
• involving over 9000 students in K-3 classrooms, 650 educators, 66 educator inquiry teams & 457 case studies focused on vulnerable readers
• educators met in collaborative inquiry teams, forming personal questions focused on research-based reading instruction, self-regulated learning, social-emotional learning and embedding Indigenous principles of learning into daily classroom practice
What is self-regulated learning (SRL)?
Why is SRL important at all grade levels and for
all learners?
What can we do in classrooms/schools to
support SRL?
How can we tell if students are
successfully regulating learning?
•What are key considerations for supporting SRL in schools? •How can teachers work together, and with researchers, to support SRL?
•How can teachers be supported to support SRL?
Table Activity 1
• From what you’ve heard this morning …• Work with the people at your table
• Generate a visual representation/metaphor of what SRL means to you
• Use …• Computers
• Paper and pens
• Create…• Pictures
• Diagrams
• Poems
Panel 2: Digging Deeper
Dean GoodmanLead for Strategic Educational Transformation in British Columbia’s Ministry of Education
Long-term interests/areas of practice:• strategies, practices, and policies that support student learning• assessment (as, of, and for learning)• meaningful communication of student learning• self-regulated learning, metacognition, motivation, flow• making connections (amongst people, practices, policies)• fostering continuous improvement efforts for the benefit of kids
Current areas of inquiry:• How can we better support and engage each student in their
learning (early years through to graduation and beyond)?• How can we better personalize each student’s learning experience
in British Columbia’s K-12 system?• How can our policies, practices, and structures be improved to
enable the above?
Leyton SchnellertAssistant Professor & Coordinator of the PD Program in the Faculty of Education at University of British Columbia’s Okanagan Campus
Background:• middle & secondary classroom teacher; learning resource teacher K–12• twenty years experience as a school- and district-based resource teacher
Projects/studies related to SRL• intermediate SCL project with Deborah Butler• secondary learning through reading study with Butler & Cartier• student and teacher SRL within a district-wide K-8 learning community
(writing, inclusion)• teacher professional development, collaboration and SRL
Research interests• Inclusive education• Literacy learning and instruction• Teacher professional development• Teaching and learning in the middle years• Formative assessment• Pedagogical approaches and environments that foster SRL
Phil WinneProfessor & Canada Research Chair, Faculty of Education, Simon Fraser University
Fields of research:• cognition• metacognition• motivation• self-regulated learning• software technologies that support learning
Specializations:• strategies for effective studying• designing software tools for researching & scaffolding studying & self-
regulated learning• assessing self-regulated learning• research methodologies keyed to studies of real-time, online learning
Latest Kick:• mobilizing knowledge developed in the learning sciences
Allyson HadwinAssociate Professor & TIE Lab Co-Director in the Faculty of Education at the University of Victoria
Research Interests: • Promoting and researching adaptive self-regulation • Prompting and researching collaborative learning • Aspects of self-regulation including: metacognition, cognitive strategies,
motivation & procrastination, and emotion regulation • Designing classroom tasks, environments and technologies for enhancing
learning, motivation and self-regulated learning?• Learning to succeed in the face of learning, motivational and emotional
challenges• Student engagement, retention, and transitions
Passionate Teacher:• ED-D101: Learning strategies for university success• Recipient of the 2010-2011 Teaching Excellence Award
How is SRL implicated in new
ministry initiatives?
Curriculum Assessment GraduationRequirements
Communicating
Student Learning
Trades/Skills Reading StudentSupports
AboriginalEducation
CompetenciesEducatedCitizen
Curriculum Assessment GraduationRequirements
CompetenciesEducatedCitizen
Communicating
Student Learning
Trades/Skills Reading StudentSupports
AboriginalEducation
What opportunities and challenges are present in the current uptake of self-regulation in BC?
How can we design assessments FOR
SRL?
How can we take advantage of SRL to
accommodate diversity?
Learning is seldom a solo event. How do
learners regulate their own and others’ learning
is social/collaborative situations?
Table Activity 2
• From what you’ve heard today …• What should we be doing in …
• Classrooms
• Schools
• Districts
• The Ministry
… to connect SRL to learning?• What do we need to make this happen?• How will we know if it’s happening?
Networking Activity
• We want your graffiti on the wall charts at the back of the room.
• Present your ideas from Table Activity 2• In pictures
• Words
• Leave contact information
• Leave requests for support
• Follow up on good ideas on the charts or in person
Thank you!
• David Whitebread
• Marilyn Chapman
• Maureen Dockendorf
• Dean Goodman
Resources
http://bctf.ca/publications/NewsmagArticle.aspx?id=29340
http://changingresultsforyoungreaders.bclibraries.ca
