Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.
WHAT IS
SELF-REGULATED LEARNING?
1
Marika Koivuniemi & Marta Sobocinski
6.11.2015
TASK 1
• Think your own learning and recall one situation where you
• Succeeded
• Failed
• Think reasons why you..
• Succe...
INTRODUCTION
05/11/2015
3
Learning and
teaching
21st
century
learning
skills
Changes in
our every
day life
• Technological...
5.11.2015
4
We need to learn
how to SELF-REGULATE
our learning!
WHY TO REGULATE?
05/11/2015
5
Motivated
and willing
to learn
Wellbeing
Better
learning
results
Skills for
your life
SELF-REGULATED LEARNING
Theoretical models of self-regulated learning (SRL)
seek to explain why some students succeed in t...
DIFFERENT MODELS OF SRL
• Winne & Hadwin (1998), Zimmerman (1989; 2000), Pintrich
(2000), Boekaerts (1996)
05/11/2015
7
Le...
WINNE & HADWIN
05/11/2015
8
Understanding
tasks
Goals and
plans
Applying
strategies
Adapting and
regulating
What is my tas...
ZIMMERMAN´S
SOCIAL COGNITIVE MODEL OF SELF-REGULATION
5.11.2015
9
From “Motivating self-regulation problem solvers” by B. ...
WHEN IS NEED FOR SELF-REGULATION?
• Students’ don’t regulate their behaviour constantly
• ”Self-regulation emerges when st...
CRITICAL IS..
• Do the students recognize
WHEN they should regulate
their learning
• HOW they should do it
05/11/2015
11
SELF-REGULATED LEARNER
• Is aware of own learning (strengths and weaknesses) in
METACOGNITIVE level
• Is capable use diffe...
LEARNING DOES NOT HAPPEN IN ISOLATION
5.11.2015
13
LEARNER
SOCIAL COGNITIVE VIEW OF SRL
• Personal, behavioural and environmental factors influence one
another in a reciprocal way
5...
TYPES OF REGULATION IN COLLABORATION
16
MY task understanding
MY goals and plans
MY strategy use
OUR common task
understan...
TYPES OF REGULATION IN COLLABORATION
5.11.2015
17
Järvelä, S. & Hadwin, A. (2013).
New Frontiers: Regulating
learning in C...
EXAMPLES OF REGULATION
5.11.2015
18
SRL CO-REGULATION SHARED REGULATION
Järvelä, S. & Hadwin, A. (2013). New Frontiers: Re...
TASK 2
• Reflect situations you recall at the beginning and think..
• Why you succeeded or failed
• How you could done bet...
FIRST SOLO WORK
• Readings:
• Boekaerts, M. and Corno, L. (2005).Self-Regulation in the Classroom: A Perspective on
Assess...
Prochain SlideShare
Chargement dans…5
×

What is srl_06112015_slideshare

2 085 vues

Publié le

Lecture about what is self-regulated learning. SRL course 2015.

Publié dans : Formation
  • Soyez le premier à commenter

What is srl_06112015_slideshare

  1. 1. WHAT IS SELF-REGULATED LEARNING? 1 Marika Koivuniemi & Marta Sobocinski 6.11.2015
  2. 2. TASK 1 • Think your own learning and recall one situation where you • Succeeded • Failed • Think reasons why you.. • Succeeded • Failed 05/11/2015 2
  3. 3. INTRODUCTION 05/11/2015 3 Learning and teaching 21st century learning skills Changes in our every day life • Technological changes • Changing working methods • Fast changes of knowledge • Communicating • Critical thinking and problem solving • Creative thinking • Collaborating How we should LEARN and TEACH?
  4. 4. 5.11.2015 4 We need to learn how to SELF-REGULATE our learning!
  5. 5. WHY TO REGULATE? 05/11/2015 5 Motivated and willing to learn Wellbeing Better learning results Skills for your life
  6. 6. SELF-REGULATED LEARNING Theoretical models of self-regulated learning (SRL) seek to explain why some students succeed in their studies and are more capable to regulate their behaviour, and others failure in both sense 6 Self-regulated learning is an active, constructive and goal directed process where learners monitor, regulate, and control their cognition, motivation, emotions, and behaviour, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000)
  7. 7. DIFFERENT MODELS OF SRL • Winne & Hadwin (1998), Zimmerman (1989; 2000), Pintrich (2000), Boekaerts (1996) 05/11/2015 7 Learner is active and constructive participant Situatedness: Happens in relationship between the person and the context Usually cyclical process Goal directed process Learners can regulate certain aspects of cognition, motivation, emotion and behaviour SIMILARITIES
  8. 8. WINNE & HADWIN 05/11/2015 8 Understanding tasks Goals and plans Applying strategies Adapting and regulating What is my task? How should I evaluate and control my learning? How I should work to reach the goals? What strategies should I use? What are my goals? What I should do to reach these goals? Monitoring Controlling Evaluating (Feedback)
  9. 9. ZIMMERMAN´S SOCIAL COGNITIVE MODEL OF SELF-REGULATION 5.11.2015 9 From “Motivating self-regulation problem solvers” by B. J Zimmerman & M. Campillo, 2003. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving. (pp. 239). Cambridge University Press, New York.
  10. 10. WHEN IS NEED FOR SELF-REGULATION? • Students’ don’t regulate their behaviour constantly • ”Self-regulation emerges when students judge there might be better ways to achieve their goals than whichever method they are currently using” (Winne & Hadwin, 2008) CHALLENGES ARE NEEDED • Regulation is adaptive responses to different challenges 05/11/2015 10
  11. 11. CRITICAL IS.. • Do the students recognize WHEN they should regulate their learning • HOW they should do it 05/11/2015 11
  12. 12. SELF-REGULATED LEARNER • Is aware of own learning (strengths and weaknesses) in METACOGNITIVE level • Is capable use different strategies that can aid their learning in cognitive, motivational and emotional level • Has willingness to learn in order to reach the learning goals 5.11.2015 12
  13. 13. LEARNING DOES NOT HAPPEN IN ISOLATION 5.11.2015 13 LEARNER
  14. 14. SOCIAL COGNITIVE VIEW OF SRL • Personal, behavioural and environmental factors influence one another in a reciprocal way 5.11.2015 14 Zimmerman, 1989 Example: learner sees the rubrics from a course (environmental queue), he interprets it based on his previous performance (behaviour), which in turn had influenced his self-efficacy beliefs (self). Based on this evaluation he uses the rubrics (environment) to set a goal (self), which will affect the strategies he uses (behaviour)
  15. 15. TYPES OF REGULATION IN COLLABORATION 16 MY task understanding MY goals and plans MY strategy use OUR common task understanding, goals, strategies chosen together 1. Self-regulated learning 2. Co-Regulated learning 3. Socially Shared Regulation of learning Hadwin, Järvelä & Miller, 2011; Järvelä & Hadwin, 2011; Malmberg, Järvelä & Järvenoja, 2015, Miller & Hadwin, 2015 Each of my team members’ task understanding, goals, plans
  16. 16. TYPES OF REGULATION IN COLLABORATION 5.11.2015 17 Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.
  17. 17. EXAMPLES OF REGULATION 5.11.2015 18 SRL CO-REGULATION SHARED REGULATION Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25-39.
  18. 18. TASK 2 • Reflect situations you recall at the beginning and think.. • Why you succeeded or failed • How you could done better 5.11.2015TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen Sukuniminen-Sukuniminen 19
  19. 19. FIRST SOLO WORK • Readings: • Boekaerts, M. and Corno, L. (2005).Self-Regulation in the Classroom: A Perspective on Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199- 231.http://onlinelibrary.wiley.com/doi/10.1111/j.1464-0597.2005.00205.x/full • Hadwin, A.F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.),Handbook of self-regulation of learning and performance (pp. 65-84). New York, NY: Routledge. • Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339. 5.11.2015TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen Sukuniminen-Sukuniminen 20

×