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Understanding Self-Regulated Learning What it is and how it can be encouraged in the Primary School classroom Pre-requisites for Self-Regulated Learning (SRL) Motivation Fulfilled lower order needs Goals setting, monitoring, reflecting

  1. Understanding Self-Regulated Learning What it is and how it can be encouraged in the Primary School classroom

  2. Pre-requisites for Self-Regulated Learning (SRL) Motivation Fulfilled lower order needs Goals – setting, monitoring, reflecting Positive self belief

  3. Motivation Intrinsic motivation  Pursuing a task for personal interest or  curiosity, whether inherent or internalised (Woolfolk & Margetts, 2013, p. 353) Self determination theory  Humans are inherently active [and]  intrinsically motivated (Deci & Ryan, 2012, p. 3)

  4. Maslow’s Hierarchy of Needs  Students must have physiological and safety needs met before they will take further developmental risks (Woolfolk & Margetts, 2013, p. 357)  Students will then strive to attain higher order needs Image: Heffner, 2002

  5. SMART goals Specific  Have clear instructions regarding expectations  Measurable  Show visible differences in quality or quantity  Achievable  Provide realistic challenges  Relevant  Make sense to student  Time-framed  Have realistic deadlines  (adapted from Macquarie University, n.d.)

  6. Beliefs about self Epistemological  Believing learning is understanding  Ability  Believing ability is unstable and controllable  Attribution  Taking responsibility for results  Efficacy  Assessing competence for tasks  Worth  Comfortable taking risks  Woolfolk & Margetts, 2013, pp. 364-6)

  7. Self-Regulated Learning Cycle Identify and Regulate define task learning Set goals and devise plans With constant Implement metacognitive learning tactics monitoring, tasks and and strategies goals are redefined, tactics and strategies adapted and modified. Adapted from (Winne & Hadwin, 1998, pp. 282-5)

  8. Characteristics of Self-Regulated Learners Approach tasks confidently and  methodically Aware of skills, proactive in skills mastery  Overcome obstacles to learning  Take initiative and control (Zimmerman, 1990, p. 4, 13, 14)  High self-efficacy (Woolfolk & Margetts, 2013, p. 368) 

  9. Supporting development of SRL Allow autonomy  Involve students in social and learning decision  making (setting class rules, following own inquiry path) (Woolfolk & Margetts, 2013, p. 384) Authentic learning experiences  relate instruction to students’ personal  experiences and expectations (Woolfolk & Margetts, 2013, p. 384) Progressive feedback  Promote success and efficacy (Niemiec & Ryan, 2009, p. 139) 

  10. Developing emotional self regulation Teach coping strategies to build resilience  (Woolfolk & Margetts, 2013, p. 160) Guide goal setting to small, achievable  steps (Woolfolk & Margetts, 2013, p. 379) Maintain positive emotional relationship  Variety  Surprise  Physical activity (Woolfolk & Margetts, 2013, p. 379)  Reduce graded tests (evaluative pressure)  (Niemiec & Ryan, 2009, p. 139)

  11. Technology and SRL  Fosters autonomy students make decisions about learning  direction and pace (Gimbert & Cristol, 2004, p. 207)  Increases attention span, persistence, independent exploration (Couse & Chen, 2010, p. 93)  Provides swift progression feedback (Gimbert & Cristol, 2004, p. 208)  Reduces requirement for direct supervision teachers can spend more time with every  student (Talley, Lancy & Lee, 1997, p. 126)

  12. Reference List Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43 (1), 75-98. E. L. Deci, & R. M. Ryan (eds). (2012). Self-Determination Theory. Handbook of Theories of Social Psychology: Volume 1. London: SAGE Publications Ltd. Gimbert, B., & Cristol, D. (2004). Teaching curriculum with technology: Enhancing children's technological competence during early childhood. Early Childhood Education Journal, 31 (3), 207-216. doi: 10.1023/B:ECEJ.0000012315.64687.ee Heffner, C. L. (2002). Personality synopsis: Chapter 10 - Humanistic Theory: Section 2 - Maslow's hierarchy of needs [Image]. http://allpsych.com Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7 (2), 133-144. doi: 10.1177/1477878509104318 Talley, S., Lancy, D. F., & Lee, T. R. (1997). Children, storybooks and computers. Reading Horizons, 38 (2), 116-128. Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol38/iss2/4/ Winne, P.H., & Hadwin, A.F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277-304). New Jersey, USA: Lawrence Erlbaum Associates. Woolfolk, A., & Margetts, K. (2013). Educational psychology (3rd ed.). Frenchs Forest, Australia: Pearson Australia. Zimmerman, B. J. (1990). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25 (1), 3-17. doi: 10.1207/s15326985ep2501_2

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