Presentation on self-regulated learning and expert learner's use of time during a problem-solving event. Guided questions for instructors to activate self-regulated learning are included. on slide 29. Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.

1. I have a problem…

2. I want to teach my students to solve problems like experts do… Do you have any advice?

3. Self-Regulated Learning And Problem-Solving Success

4. Before we begin… what are the key vocabulary words I need to know?

5. Vocabulary Self-regulated learning - an active, constructive process whereby learners set learning goals, monitor, regulate, and control their cognitive and metacognitive processes in the service of those goals(Azevedo, 2010). Metacognition- the individuals’ awareness of their own knowledge, learning preferences, styles, strengths, and limitations, as well as their awareness of how to use this knowledge (Magno, 2010). Problem-Solving– a mental process which is part of alarger problem process that includes problem finding and problem shaping(Wikipedia). Motivation - an internal state that arouses us to action (Ormrod, 2008). Self-efficacy - a person’s belief in his or her ability to succeed in a particular situation (Dweck, 2007).

6. As an educator, mentor and parent, what will I learn from this video?

7. Learning Objectives In this presentation you will : Examine the concept of self-regulated learningand relate it to student learning and performance. Connect self-regulated learning to metacognition. Applyknowledge to test hypothesis. Reflect on ways you can enhance motivation and self-efficacy.

8. Hmmm… how does self-regulated learning fit into the “big picture” of problem solving?

9. Simple Strategies Problem solving Critical Thinking Knowledge of Cognition Regulation of Cognition Self-Efficacy Epistemology Schraw, G., Crippen, K. J., & Hartley, K. D. (2006)

10. Ok… now I understand how self-regulated learning isconnected to problem-solvingability…

11. …but exactly… …how will teaching self-regulated learning improve the way my students solve problems?

13. Now that is expert thinking and great teaching advice… I have a question…

14. How do expert learners differ from novice learners when it comes to problem-solving?

15. How does research explain the differences in novice and expert problem solving performance?

16. Pintrich, 2002, cited in Wirth 2008 Novice Problem-Solvers

17. Interesting, novice learners spend too much time using one strategy… …how do expert-learnersuse their time?

18. Expert Problem-Solvers Pintrich, 2002, cited in Wirth, 2008

19. How can I teach self-regulated learning skills?

20. Planning for Self-Regulated Learning Problem solving begins with the task definition stage. First a student generates her own perception about what the task is, and what constraints and resources are in available. Next, the student generatesgoals and constructs a plan for addressing the task. In the enactment stage, the previously created plan is carried out. During the adaptation stage, metacognitive processes are used to adapt learning both within the task and more globally. Winne and Hardwin(1998) cited in Greene and Azevedo, (2007)

21. Do you know some instructionalstrategies that work?

22. Strategies for Teachers Model expert planning strategies while teaching subject matter Connect previous knowledge to current learning concepts Activate metacognitive thinking through guided inquiry Synthesize knowledge by having students reflect on their learning process Transferknowledge by planning problem solving sets with like solution processes J. Ormrod 2008

23. What are some classroom projects I can use?

24. Community Service Project, High School Exploring Density, 5thgrade Collaborative Writing, 3rd grade.

25. Again... What are the phases of self-regulated learning?

26. Phases of Self-Regulated Learning Greene and Azevedo, 2007

27. You said inquiry approach... …that means asking metacognitive type questions…

28. ...what are some questions a teacher can teach her students to ask themselves that stimulates expert-like thinking?

29. Questions to Stimulate Self-regulated Learning J. Ankenbauer; MM1051 MVCR-University of Illinois

30. In other words...

32. Applyprevious knowledge to current problem solving situation

34. Transfer knowledge, learning strategies and skills to other problem settings

35. Super! …but before I teach it, let me practice…

36. Applying what I learned… Watch as Carol Dweckdiscusses ‘growth' versus 'fixed' minds. How does Dweck’s theory of Mindset combine with a student’s application of self-regulated learning strategies to influence their learning? Identify one area in your practice where increased knowledge of self-regulated learning, self-efficacy and metacognition will enhance instruction. Explain by giving an example. Identify how important knowledge of SRL is to teaching and give at least two reasons that justify your perception. URL for Youtube: http://youtu.be/MTsF2TaEaJA

37. Credits Presentation J. Ankenbauer Project-Based Learning Project MVCR-University of Illinois http://www.ion.uillinois.edu Photos BadgerFishAcoustic Doppler Current Profiler W. Roznik, K. Ankenbauer University of Wisconsin-Madison Almaty International School Almaty, Kazakhstan

38. Works Cited Azevedo, R. (2009) Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning (2009) 4:87–95 Azevedo, R, Moos, D. Johnson A., Chauncey A. (2010) Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist. Vol 45, Issue 4, pg. 210-223. Dweck, C. (2007) Psychology professor discusses 'growth' versus 'fixed' minds. Youtube:http://youtu.be/MTsF2TaEaJA Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372 Greene, J.A., Costa, L.J., Robertson, Y, Deekens, V. (2010) Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education 55 (2010) 1027–1043 Lovett, (2008). Teaching Metacognition. Presentation to Educause Learning Initiative Annual Meeting. 29 January, 2008. Magno, C. The role of metacognitive skills in developing critical thinking. Metacognition Learning (2010) 5:137–156 Ormrod, J. (2008). Human Learning. Pearson Merrill-Prentice Hall. Pieschl, S, Stahl, E., Bromme, R. (2008) Epistemological beliefs and self-regulated learning with hypertext. Metacognition Learning (2008) 3:17–37 Pintrich, P, DeGroot, E, (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Psychology 1990 V83, No1, 33-40. Pintrich, P. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice. 2002 Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. http://crippen.nevada.edu/home/index.php?option=com_content&view=article&id=54&Itemid=94 Springer, S. Metacognition (2009) www.cmaps.ihmc.us Wirth, K. (2008). A Metacurriculum on Metacognition. Keynote address given at the 2008 workshop: The Role of Metacognition in Teaching Geoscience http://serc.carleton.edu/NAGTWorkshops/metacognition/wirth.html Zimmerman, B, J. (2002) Becoming a Self-Regulated Learner: An Overview. Theory into Practice, Vol 41, No 2. Spring 2002