Bruce Harris Director, Center for Teaching and Learning Excellence

1. Strategies for Helping Students Become More Effective Self-Regulated Learners Bruce Harris Director, Center for Teaching and Learning Excellence

2. Introduction To be discussed in session.

3. Objectives of Workshop • Recognize the importance of helping students go beyond basic study skills to help students become more effective self-regulated learners. • Recall five self-regulated learning strategies that we can teach our students.

4. Workshop Agenda • Background and Nature of Self-regulated Learning • Five Self-regulated Learning (SRL) Strategies

5. What is a Self-regulated Learner? • Students who are academically successful tend to be self-regulated. • The term self-regulated can be used to describe learning that is guided by executive processing (metacognition, conditional awareness, self-monitoring, etc.), cognitive processing (planning, declarative knowledge, procedural knowledge, etc.), and motivation (self-efficacy, goal orientation, attributional orientation, etc.) to learn.

6. What is a Self-regulated Learner? Self-regulated learners systematically direct their thoughts, feelings, and actions toward the attainment of their goals. They are cognizant of their academic strengths and weaknesses, they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks, and they are self-motivated.

7. Basic Model of Self-Regulated Learning

8. Dual System Model of Cognition/Learning Contemporary cognitive psychologists distinguish between two levels of cognition*: Level1 (S1): Implicit cognition – largely intuitive, hard-wired, effortless; focused on typical, stable problems and skills. Level2 (S2): Explicit cognition - conscious, effortful; focused on novel problems and skills. * L1 processing is the default mode.

9. Example of two systems interacting To be discussed in session.

10. Academic Cognition/Learning To be discussed in session.

11. Five SRL Strategies • Conditional Awareness • Self-monitoring • Self-evaluation • Self-motivation • Self-explanation

12. Conditional Awareness Defined a student’s ability to identify and execute appropriate learning strategies by recognizing contextual clues in a particular learning situation and context.

13. Conditional Awareness Instructional Strategies • Encourage students to set goals and develop a strategic plan based on contextual clues. • Sources of contextual clues: • Syllabus • Instructor’s lessons • Help seeking resources

14. Conditional Awareness

15. Self-monitoring Defined as a student’s awareness of their comprehension or performance during or shortly after completing an academic task.

16. Self-monitoring Instructional Strategies • Encourage students to review their work to determine whether it meets all the criteria specified by the instructor. • Encourage students to ask themselves: • “Have I identified all of the key points in this article?” • “I didn’t do as well as I thought I would on the last test. What learning strategies do I need to use to prepare for the next exam so I get an A on the exam?” • “My attention is beginning to drift. I need to stay focused for the next 45 minutes and then I will take a 10 break.”

17. Self-monitoring

18. Self-evaluation Defined as a student’s self-judgment on their performance by comparing it to their goal.

19. Self-evaluation Instructional Strategies • Encourage students to review their strategic plan and determine what adjustments, if any, they need to make. • Encourage students to ask themselves: • “If I were to take a quiz on this topic right now, what grade would I expect?” • “Now that I have finished reviewing my notes, I need to ask myself how well am I understanding this topic.” • “Now that I know my score on this exam, what would I do differently for the next exam to do better?” • “To what degree am I following the plan I made for achieving my goal?

20. Self-evaluation

21. Self-motivation Defined as a student’s awareness of his/her motivation level in regards to achieving his/her goal.

22. Self-motivation Instructional Strategies • Encourage students to assess their motivation level and to increase their motivation if necessary. • Encourage students to say to themselves: • “I feel like my motivation is low. I need to remind myself that I have been a successful student in the past and that I have overcome difficult challenges on other occasions.” • “As soon as I complete the self-test, I am going to reward myself.” • “Even though this article is taking much more time than I anticipated, I am not going to give up until I complete it.”

23. Self-motivation

24. Self-explanation Defined as a type of metacognitive activity wherein students attempt to analyze, clarify, amplify, draw inferences, interpret, and then explicate to themselves the subject matter of the course.

25. Self-explanation Instructional Strategies • Encourage students to attempt to generate self-explanations as they study. • Encourage students to ask themselves: • “How would I describe the situation, problem, concept, activity, etc.?” • “What possible implications or predictions can I draw from the information thus far?” • “How would I sum up, interpret, or explain the situation, problem, concept, activity, etc. thus far to someone else?

26. Self-explanation

27. Review • We can help our students to become more effective self-regulated learners in both F2F classes and online courses; however, it will not happen overnight. • Five self-regulated learning strategies we can teach our students: • Conditional Awareness • Self-monitoring • Self-evaluation • Self-motivation • Self-explanation