Workshop: Pause2Learn: developing the will and skill for academic performance

1. Medical Education Unit Leeds Institute of Medical Education Workshop:Pause2Learn: developing the will and skill for academic performance John Sandars j.e.sandars@leeds.ac.uk

2. How do we learn? - SRL perspective • What we did? - The Pause2Learn course • Opportunity to explore the site • Consider how you can use the P2L approach on your course or for Personal Tutoring

3. How do we learn?

5. Attributions • High performers - strategy • Low performers - ability • across all areas

7. Goal setting • High performers - short term goals - specific • Low performers - vague long term outcome goals

12. Performance WILL Set Goals Strategies TASK INTERNAL FEEDBACK Monitoring

14. Performance EXTERNAL FEEDBACK WILL Set Goals Strategies TASK INTERNAL FEEDBACK Monitoring

16. What is Self Regulated Learning? “An active process whereby learners set goals for their learning and monitor, regulate and control their cognition, motivation and behaviour” (Pintrich 2002)

17. Self Regulated Learning Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning: From Teaching to Self-Reflective Practice. New York: Guilford Press

18. Self Regulatory Checklist • Planning • Monitoring • Evaluating After Ertmer P Newby TJ (1996) Instructional Science 24: 1-24 Skill Will

19. Self Regulatory Checklist • Planning • What is the nature of the task? • What is my goal? • What kind of information and strategies do I need? • How much time and resources will I need? • Do I need to modify environment / others? • What is my motivation? – ease/ competence Skill Will

20. Self Regulatory Checklist • Monitoring • Do I have a clear understanding of what I am doing? • Does the task make sense? • Am I reaching my goals? • Do I need to make changes? • Do I need to modify the environment ? • Do I need to modify my thoughts /emotions? Skill Will

21. Self Regulatory Checklist • Evaluating • Have I reached my goal? • What worked? • What didn’t work? • Would I do things differently next time? • What is the impact on my motivation? Skill Will

22. Where’s the evidence?

23. Self Regulated Learning • Academic Performance • School • College • Motor skill Performance – sport coaching

24. The evidence! SRL and academic achievement Zimmerman BJ & Schunk DH (eds) (2001) Self-regulated learning and academic achievement: Theoretical Perspectives Mahwah,NJ: Lawrence Erlbaum Monitoring - developmental - trainable Delclos VR & Harrington C (1991) Effects of strategy monitoring and proactive instruction on children’s problem-solving performance Journal of Educational Psychology 83: 35-42

25. Cognitive system ES 0.55 • Metacognitive system ES 0.72 • Goal selection ES 0.97 • Strategy selection and monitoring ES 0.74 • Marzano RJ (1998) Theory-Based Meta-Analysis of Research on Instruction www.mcrel.org

27. What we did

28. First year – first term • 5 weekly group tutored sessions • Reflect on completed questionnaire • Tutor input with powerpoint • Reflect on implications and action plan • Upload reflections to Progress File (Passport to progress) • Beginning each term • Tutored group session to reflect on approaches and changes required • Future approach to structured personal tutor support

29. Investigating the Influence of Attribution Styles on the Development of Mathematical Talent • Nokelainen P, Tirri K, Merenti-Välimäki H-L Gifted Child Quarterly 2007 51 (1) 64-81 • Motivated Strategies for Learning Questionnaire (MSLQ) • Motivation scale (31 items) - intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance, test anxiety • Learning scale (31 items) – use of different strategies (rehearsal, elaboration, organisation, critical thinking) and self-regulation processes • Resource management scale (19 items) – time and study environment, effort regulation, peer learning, help seeking • Pintrich P., Smith D., Garcia T., McKeachie W. "A Manual for the Use of the Motivated Strategies for Learning Questionnaire". Technical Report 91-B-004. The Regents of The University of Michigan. 1991.

38. THE EVALUATION (N=14) • Thirteen students agreed • the course had given them new information about the way that they learn • completing the questionnaire helped them to identify their approach to learning • the opportunity to discuss their approach to learning in the group was useful • the handouts on study strategies were useful. • One student did not find the course useful as he was already aware of his approach to learning! • Medical Education (2010) 44(11) 1122–1123