School of somethingFACULTY OF OTHER

Medical Education Unit

Leeds Institute of Medical Education

Workshop:

Pause2Learn: developing the willwill and skillskill for academic performance  

John Sandarsj.e.sandars@leeds.ac.uk

•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

How do we learn?

Yes No

Success depends on my ability – that is what I am born with

Success depends on the strategies that I use

Attributions

High performers - strategy

Low performers - ability

across all areas

Yes No

My goal is to complete all of the task at once

My goal is to complete the task in small steps, one at a time

Goal setting

High performers - short term goals - specific

Low performers - vague long term outcome goals

Yes No

I am aware that I choose the most appropriate strategy to complete the task

Yes No

I use self - control approaches when doing a task

- Self - talk- Imagery- Attention focusing

Yes No

I constantly self-monitor to see if my strategies are working whilst doing the task

Yes No

I always reflect on how well I have done after a task

I always consider how to change my strategies to ensure that I meet my goals

WILL

SetGoals Strategies

Performance

TASK

Monitoring

INTERNAL FEEDBACK

Yes No

I always seek to obtain feedback from others when I complete a task

WILLSet

Goals Strategies

Performance

TASK

Monitoring

INTERNAL FEEDBACK

EXTERNAL FEEDBACK

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)

Self Regulated Learning

MONITOR

EVALUATE

PLAN

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

Self Regulatory Checklist

Planning

Monitoring

Evaluating

After Ertmer P Newby TJ (1996) Instructional Science 24: 1-24

Skill

Will

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

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

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

Where’s the evidence?

Self Regulated Learning

Academic Performance

School

College

Motor skill Performance – sport coaching

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

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

What we did

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

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.

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