EDEL622: Week 12, Assignment 3
Published on Nov 12, 2016
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Self-Regulated Learning
An Overview of the Importance of Building Self-Efficacy in Students
By: Joanna Moore
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Overview: Self-Regulation
- Self-regulation defined
- Self-regulation in cognitive skill development
- Classroom practices
- Importance of enactive learning
- Reflection
Teaching students self-regulation is essential for a relevant and inclusive classroom. This presentation first reviews the concept of self-regulation, helps explain the importance of self-regulation in developing cognitive skills, demonstrates how self-regulation can best be taught and utilized in the classroom, and speaks to the importance of self-regulation for confidence building and developing lifelong learning skills in students.
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Self-regulation: “Learning that results from students’ self-generated thoughts and behaviors that are systematically oriented toward attainment of their learning goals” (Schunk, 2003, p. 125).
Self-regulation according to Schunk’s (2003) article, “Social-Cognitive Theory on Self-Regulated Learning,” is, “learning that results from students’ self-generated thoughts and behaviors that are systematically oriented toward attainment of their learning goals” (p. 125). Students that demonstrate self-regulated learning practice self-initiative in the learning process and as noted in Schunk’s article in a study by Zimmerman (1994, 1998) students practicing self-regulation learn best in an environment where the motives, methods, time, outcomes, physical environment, and social environment provide ample options for students’ learning needs (Schunk, 2003).
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Cognitive Development: personal, emotional and behavioral variables influence self-regulation.
Although the classroom environment is important for students’ abilities to practice self-regulation, so too are the backgrounds students bring to the classroom, both academic and social. Schunk (2003) notes that learning and students’ ability to self-regulate are situationally specific (p. 125). Classroom, social, environmental, and home-life variables, students’ behaviors that result from these variables, and the learning environment compound to influence how students’ cognitive skills develop, their motivations to complete school work, and their attentiveness throughout the learning process (Schunk, 2003, p. 127).
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Effective modeling ultimately helps students “formulate outcome expectations or beliefs about likely outcomes of actions” (Schunk, 2003, p. 129).
Because learning in the classroom is influenced by so many outside factors, Schunk (2003) mentions the importance of modeling in order to help students build skills, learn by example, and ultimately self-regulate (p. 129). He states, “model attributes are often predictive of capabilities” (Schunk, 2003, p. 130). For example, the acquisition of new behaviors is often highly influenced by accurate comparisons that are comparable with compatible skill levels. If a teacher provides a successful model, students can more easily see that they too can have success at the same task. Effective modeling ultimately helps students “formulate outcome expectations or beliefs about likely outcomes of actions” (Schunk, 2003, p. 129).
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Learning by doing
In addition to modeling, enactive learning, or learning by doing, helps students draw positive conclusions about their abilities and future learning potentials. According to Schunk (2003), “learning is a change in behavior or behavioral potential brought about by intervening experiences” (p. 127). Often, learning occurs in the absence of overt behaviors, such as when students see others reading, reacting, and actively engaged in academic content (Schunk, 2003, p. 127). Enactive and vicarious learning helps to speed up the learning process.
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Confidence is built when:
- tasks are appropriate;
-well-defined, small goals are established towards larger targets; and
- consequences are worthy of effort.
Combined with enactive learning and skill-appropriate modeling that results in positive outcomes, in order for self-regulation to occur, students need to think they are capable of improving, accurately anticipate the consequences of their learning, and be able to set attainable and challenging, small goals towards larger learning targets (Schunk, 2003, p. 134). Schunk (2003) also mentions the comparative advantage of peer mastery, progress monitoring, and coping towards self-efficacy goals (p. 137). Overall, a self-regulated learner is a student confident in their abilities because the task is appropriate, well-defined, and the consequences are worthy of the students’ effort.
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Reflection:
"Self observation can motivate behavioral change" (Schunk, 2003, p.131)
Self-regulated learning helps build more self-sustaining, inclusive classrooms. With active progress monitoring of students’ learning, teachers that help build a classroom where students build self-regulating skills have more time to act as guiders of the learners, rather than the traditional disseminators of the knowledge. Allowing students to learn from and with one another, providing opportunities for students to observe their own learning, and setting clear, reasonable goals will help build students with not only the ability to memorize and regurgitate information, but with the ability to discern, act, and become lifelong learners.
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References:
Schunk, D. H. (2003). Social cognitive theory and self-regulated learning. Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, 83-110. doi:10.1007/978-1-4612-3618-4_4
References:
Schunk, D. H. (2003). Social cognitive theory and self-regulated learning. Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, 83-110. doi:10.1007/978-1-4612-3618-4_4
Schunk, D. H. (2003). Social cognitive theory and self-regulated learning. Self-Regulated Learning and Academic Achievement: Theoretical Perspectives, 83-110. doi:10.1007/978-1-4612-3618-4_4
Photo by Barbro_Uppsala
