Self-Regulation in Education

Self-Regulation in Education –
Basis for Sustainable and
Autonomous Learning Friederike Stoller
WHL Graduate School of Business and Economics - Lahr / Germany
August 8th 2014
Becoming European 2012‐2014 11.08.14 Overview
•  The Project
•  BeE – Becoming European - www.becoming-european.eu
•  Self-Regulation in Education
•  What does self-regulated (SRL) learning imply?
•  Teaching Strategies
•  Teaching strategies that foster SRL
•  Group Work
•  Implementation of SRL in everyday teaching practice
The Project (1/5)
Project Partners
•  WHL Graduate School of Business and Economics Lahr – Germany
•  Archivio Della Memoria – Italy
•  CVO Antwerpen – Belgium
•  Dachverband der Burgenländischen Frauen-, Familien- und Mädchenberatungsstellen – Austria
•  European Learning Center – Spain
•  Foundation for Women Entrepreneurs – Malta
•  HF & VUC FYN Ringen – Denmark
•  Volkshochschule Lingen – Germany
The Project (2/5)
Leading questions of BeE
•  BeE inquires which basic competences individuals need to actively participate in
European societies and how they can be acquired
•  and how already existing competences of learners can be strengthened.
•  The learners are in the center of the project with their
•  learning obstacles,
•  learning successes,
•  strengths and competences.
The Project (3/5)
Outcome of BeE
•  A flexible, modular structured workshop schedule for teachers which can be used for
different target groups and topic areas.
•  A BeE Workshop which will be offered in Malta beyond the project lifetime.
•  The workshop concept was developed in close cooperation with teachers and learners.
The concept can be used
•  in a workshop setting,
•  by teachers who are working through the concept by themselves. The concept can be
downloaded from the project website www.becoming-european.eu.
The Project (4/5)
Target Groups
1.  Educational staff in basic education
2.  Learners in basic education (who either participate in workshops or
profit from an innovated educational practice of their teachers)
The Project (5/5)
Structure of Workshop Schedule
7 workshop modules (partly independent) – main topics:
• 
What is basic education – in Europe?
• 
What is European and how can a European identity be developed?
• 
Which competences do the learners already have and how can they be used as a
starting point for educational measures?
• 
What is self-regulated learning and how can it be improved?
• 
How can the answers to those questions be used to improve one’s own teaching
practice?
Self-Regulation in Education (1/13)
Education in Knowledge-Based Societies
•  Global sociopolitical transformations
•  Development of a world wide labor market and changing fields of
work
•  Information and communication revolution
•  Increasing importance of knowledge and technology (World Bank 2002)
Self-Regulation in Education (2/13)
Impacts of these Global Developments on Education
•  Individuals have to take over responsibility for own learning processes
to a greater extent
•  Life long learning gets increasingly important
•  Changed learner-teacher relationship
Self-Regulation in Education (3/13)
Self-Regulation is…
sary
s
e
c
e
... a n
te for
i
s
i
u
q
prere
...
g
n
i
n
r
g lea 11)
n
o
l
e
f
i
l
0
et al. 2
(Klug
... our most important
quality as humans …
… a process that assists students in
managing their thoughts, behaviors,
and emotions in order to
successfully navigate their learning
experiences …
(Zumbrunn et al. 2011)
(Zimmerman 2000)
Self-Regulation in Education (4/13)
Self-Reflection Exercise
What is self regulated learning?
Discuss with your neighbor.
Self-Regulation in Education (5/13)
„Self-regulation is the control that students have over
their cognition, behaviour, emotions and motivation through
the use of personal strategies to achieve the goals they have
established.“ (Panadero; Alonso-Tapia 2014)
Self-Regulation in Education (6/13)
•  learning environment,
•  behavior,
•  self
• 
• 
• 
• 
motivation,
cognition
affect,
metacognition.
s
Peers who do no
t
appreciate learn
in
g
gative
e
n
s
u
o
i
Prev
iences
r
e
p
x
e
learning
Zimmerman 1989
Areas for SR
Non
-s
teac upporti
ve
hers
/ fam
ilie
Self-Regulation in Education (7/13)
Three Phases are important for Effective SRL (Zimmerman 2002)
1.  Forethought Phase
2.  Performance Phase
3.  Self-Reflection Phase
Self-Regulation in Education (8/13)
1. Forethought Phase
•  Task analysis
•  Goal setting
•  Strategic planning
Self-Regulation in Education (9/13)
2. Performance Phase
•  Reflection on usefulness of learning
strategies
•  Reflection on behavior, learning
environment …
•  Where necessary adaption of
learning strategies …
Self-Regulation in Education (10/13)
3. Self-Reflection Phase
•  Self-evaluation on reasons for
success or failure
•  Reflection on what has been learned
•  Maintaining of successful learning
strategies; replacement of bad
learning strategies / behavior …
Self-Regulation in Education (11/13)
Why is Self-Regulated Learning Meaningful?
•  Self-regulated learners are more actively involved in their learning
processes and in control of what they are doing,
•  do not rely on teachers, parents or others for instruction,
•  are more motivated
•  and more successful than students who do not use SRL strategies.
Self-discipline is a better predictor
for final grade point average (GPA)
than the IQ
(Duckworth & Seligman 2005)
Duckworth / Seligman 2005
Self-Regulation in Education (12/13)
Self-Regulation in Education (13/13)
Important to Keep in Mind
•  „Self-regulation skills can be taught, learned, and controlled.
•  In order to self-regulate, students must […] become proactive learners. […]
•  There are many self-regulation strategies. Good self-regulators use multiple
individualized strategies. There is no one best strategy that will work for all
students all the time. Strategies involve personal, behavioral, and
environmental categories. […]
•  Teachers can help students learn self-regulation by shifting the
responsibility.“ (The National Research Center on the Gifted and Talented)
Teaching Strategies (1/3)
1. Instructions how to Self Regulate Learning •  Questionnaires (e.g. module 4 of BeE
workshop concept; NRC G/T)
•  Learning diaries
•  Learning treaties (with oneself,
trainers…)
•  Strategies for positive self-talk
•  Action plans how to proceed further
after the training has finished
•  Building of competence teams
•  Rising awareness about different
learning styles (visual, aural, verbal,
kinesthetic, social, solitary)
Resources:
http://www.edutopia.org/
multiple-intelligences-learning-styles-quiz
http://www.learning-styles-online.com
Teaching Strategies (2/3)
2. Course Design: Lessons as Models for Self-Regulated Learning •  Forethought Phase
•  Definition of learning goals
•  Structuring / planning of the tasks with the
learners
•  Performance Phase
•  Implementation of different teaching
strategies (variety)
•  Learner activation, facilitation of selfinitiative
•  Repetition of learning content
•  Self-Reflection Phase
•  Summary of learning content,
visualization of results
•  Feedback session
Teaching Strategies (3/3)
•  Use of a variety of didactical methods
•  Work settings: single work, partner work, group work …
•  Elaboration methods: Learning circles, group puzzles …
•  Presentation methods: Role play, visualization of ones own learning task …
•  Expansive methods: Future workshops, discovery learning …
•  Use of a variety of implementation forms
•  Mindmaps, comics, diagrammes, music, talk, writing, videos …
•  Resources: http://ed.ted.com (pre-made online-lessons)
Thank you for your attention!
24
References
Duckworth, A. L. & Seligman, M. E. P. (1995). Self-discipline outdoes IQ in predicting academic
performance of adolescents. Psychological Science 16 (12), 939-944 .
Klug, J., Ogrin, S., Keller, S., Ihringer, A., & Schmitz, B. (2011). A plea for self-regulated learning as a
process: Modelling, measuring and intervening. Psychological Test and Assessment Modeling, 53 (1),
51-72.
The National Research Center on the Gifted and Talented (NRC/GT). Self-Regulation.
URL: http://www.gifted.uconn.edu/siegle/selfregulation/section0.html [25.07.2014].
Panadero, E. & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical
model of self-regulated learning. analeses de psicología, 30 (2), 450-462.
World Bank (2002). Constructing Knowledge Societies: New Challenges for Tertiary Education.
Washington, DC: World Bank. URL: siteresources.worldbank.org/TERTIARYEDUCATION/
Resources/Documents/Constructing-Knowledge-Societies/ConstructingKnowledgeSocieties.pdf
[25.07.2014].
References
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of
Educational Psychology, 81 (3), 329-339.
Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (eds.),
Handbook of Self-Regulation (pp. 13-39). San Diego: Academic Press.
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41
(2), 64-70.
Zumbrunn, S., Tadlock, J. & Roberts, E.D. (2011). Encouraging Self-Regulated Learning in the
Classroom: A Review of the Literature. Proceeding of Metropolitan Educational Research Consortium
(MERC). URL: http://www.mehritcentre.com /assets /documents/Self Regulated Learning.pdf
[25.07.2014].

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