Self Regulated Learning Masterclass

1. Self Regulated Learning Masterclass Module 1 Introduction to SRL

3. Aims of the Masterclass • Understand the principles of self regulated learning (SRL) and how they apply to GP training • Develop frameworks of supporting SRL in key areas of the GP curriculum • Reflect on and analyse their self regulation of their own teaching and coaching • Improve consultation skills teaching using techniques to facilitate SRL • Use the principles to identify trainees more likely to fail, reasons behind the difficulty and implement appropriate educational interventions

4. Why Self Regulated Learning? • Evidence base within educational psychology • Links to GP curriculum • Competency 10 - maintaining performance, learning and teaching • E-portfolio • Links to current teaching methods in GP • Adult learning principles

7. Learning and Teaching Methods

8. What is our Starting Point? • All course participants are effective self regulated learners in the context of:- • Medicine • General practice • GP Training • All our trainees are effective self reflective learners in the course of their learning in their education so far

9. My Success • My success depends on my intelligence, which I was born with • Although I can learn things I cant change my mental abilities • My success depends on the strategies that I choose

10. :When I have a Task to Achieve • I try and complete the whole task in one go • I break the task down into small steps • I think of different ways of achieving the task and use the one most likely to work • I tend not to attempt a task if I don’t think I am able to do it

11. When Performing a Task • I use different ways to remind myself of what I should do • I constantly check to see if my strategies are working • I work in different ways dependent on how well I am doing • I compare my performance to my peers

12. After I have Completed a Task • I always reflect on how well I have done • I always seek objective feedback • I always consider whether I can improve how I achieved the task • I compare my outcomes with others

13. If I Fail in a Task • I will keep trying until I succeed • I do something else instead • I try to change the method I use • I worry about whether I am good enough • I look for external factors for causes • I ask others for help

14. Successful Learners

15. Planning • Successful Learners • Set specific short term objectives related to longer term aims (hierarchy of goals) • Believe they will succeed • Are intrinsically interested in the subject they are learning • Plan how they will learn (as well as what) • Have a learning goal orientation not a performance goal orientation

16. Doing (Performing) • Successful learners • Use specific planned strategies to achieve the learning • Monitor their performance against their planned objectives and strategies • Self record their monitoring (decreases reliance on recall and enables them to interpret smaller changes in performance)

17. Reflection • Successful learners • Reflect on the strategy used • Attribute problems in performance to strategies used • Have an adaptive reaction to problems in performance (i.e. will change strategy) • Control negative emotions • Persevere in achieving a task • Motivate themselves to continue learning

19. Self Regulated Learning Cycle

20. Metacognition • Thinking about thinking – being aware of thought processes • Goal setting • Strategy selection • Monitoring of learning and strategy • Reflection on learning process as well as outcome

21. Motivation • Goal Orientation • Performance or mastery (learning) orientation • Approach or avoidance • Task interest • Intrinsic or extrinsic • Attribution • Locus of control • Ability vs. strategy • Self Esteem • Self efficacy beliefs

22. Attitudes Beliefs and Values • Goal orientation • Self beliefs • efficacy • Ability • Self worth • Beliefs about intelligence • Entity or incremental • Beliefs about learning

23. Beliefs about learning

25. Goal Orientation • Describes the motivation for learning • Mastery (learning) goal orientation is learning to improve competence (intrinsic motivation) • Performance goal orientation is learning for a level of performance – usually as judged by others, often for ego protection • Either can be approach or avoidance • Approach is development of competence • Avoidance is not being incompetent

26. Performance Goal Orientation • Approach is demonstrating competence • Avoidance is not appearing incompetent • Learners with a performance goal orientation (particularly avoidance) are more likely to:- • protect their own competence perceptions by comparisons to others • have a belief that their mental ability is a fixed entity • have maladaptive responses to challenge e.g. avoidance, blaming others

28. Learning Goal Orientation • Approach is development of competence • Avoidance is not being incompetent (e.g. mistakes) • Learners with a learning goal orientation are more likely to:- • Seek out constructive feedback – both positive and negative • Continually want to improve • Have a belief that success depends on the strategy they use, not their mental ability • Persevere if they don’t succeed

29. Assessing SRL • Questionnaires • Reflective journals • Task specific questions • General e.g. e-portfolio • Micro analysis • Questioning about thoughts, feelings and behaviour before, during and/or after a task • Observation of Behaviours

30. The Programme • Session 1 • Understanding the model • Self application • Application to trainees • Development of learning goals • Session 2 • How can SRL be facilitated or taught • Define specific skills • Development of SMART objectives for ourselves

31. The Programme • Session 3 • Practising the skills • Practice facilitating SRL and receiving feedback • Reflection on feedback and own learning aims and objectives • Session 4 • Planning the next steps