Dr. Allyson Hadwinhadwin@uvic.ca

www.srlcanada.ca

Self-regulated learningIn 21st Century Classrooms

Tweet your thoughts#SRLcanada

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Warm up activity

What do you know about self-regulated learning?

K What do we

know?

WWhat do we

want to learn?

LNew

SurprisingConfusingExciting

✔ ✔ ✗

Who Am I?

• Associate professor in Educational Psychology• Co-director of the Technology Integration & Evaluation Research

Laboratory• Instructor for ED-D101: Learning strategies for University Success• Research: Regulation in learning

What do I believe learning?

2013-09-09

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COMMITTED TO EVIDENCE-BASED PRACTICE• Learning is a lifelong process

• Learning involves cognitive work

•Learning requires reflection &metacognition

• Learning is social

• Learning grows from challenges

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SRL Consortium

“Self-regulation” has been researched since the 1970’s with a focus on classroom practices and learner processes that involve active, strategic learning and engagement in authentic classroom tasks

SRL Canada: Canadian Consortium for Self-Regulated Learning (see http://srlcanada.ca/) includes many internationally renowned researchers working here in BC, with educators across multiple districts: Nancy Perry (UBC-Vancouver) Deb Butler (UBC-Vancouver) Allyson Hadwin (University of Victoria) Leyton Schnellert (UBC-Okanagan) Phil Winne (SFU)

Slide Prepared by: Dr. Deborah Butler (UBC)

Examples of SRL Projects in BC

Qualities of Elementary

Classrooms that Support SRL

Qualities of Elementary

Classrooms that Support SRL

Tools & Technologies for

supporting Self-regulationCo-regulation

Shared-regulation

Tools & Technologies for

supporting Self-regulationCo-regulation

Shared-regulation

Developing SRL-Supportive Practices in

Intermediate and Secondary Classrooms

Developing SRL-Supportive Practices in

Intermediate and Secondary Classrooms

Supporting Pre-Service Teachers to

Develop SRL-Supportive Practices

Supporting Pre-Service Teachers to

Develop SRL-Supportive Practices

Teachers in Schools Working

Together to Develop SRL-Supportive Practices

Teachers in Schools Working

Together to Develop SRL-Supportive Practices

Supporting learners to adaptively

regulate in the face of challenge

Supporting learners to adaptively

regulate in the face of challenge

Why do I care about Self-regulation?

Brings together critical aspects of motivation, cognition, behavior, and metacognition that are central to learning & engagement

Empowers learners to take control and responsibility of learning (thinking, behaviour, motivation, and emotions)

Tightly connected with 21st century learning and personalized learning

About lifelong learning – this is NOT just for success at school

Lets start with these questions

1. What is “self-regulation”, and why is fostering self-regulation important?

2. Where does SRL breakdown?

3. How can teachers support self-regulation?

4. How can teachers/schools work together to build practices supportive of self-regulation?

What is self-regulated Learning?

What is “Self-Regulation”?

A narrow definition: Self regulation is the ability to respond effectively to various stressors and return to a state of equilibrium

A robust and evidence-based classroom definition: Self-regulated learning is goal-directed strategic action that is guided by motivation and metacognition. It is a process of taking control of, and evaluating one’s own learning.

Self-regulation involves…

Social process

SRL gradually appropriated Modelling Observation Imitation Self-control Instrumental feedback Metacognitive/motivational prompts Scaffolding

4 critical messages frame this talk

How do perspectives differ?

Developmental Focus Educational Psychology Focus

early years primarily basic (executive

processes) behaviour & emotion

control atypical development often situated in

research labs & involving non-school tasks

school years & beyond higher order processes

(e.g., metacognition) Learning in academic

tasks as well as social and emotional learning

typical and atypical learners

mainly situated in or oriented to classroom tasks & contexts

Controlling behavior & emotions are important

But SRL also involves…

Self-Regulation in LEARNING

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WILL Motivation

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• Genuine interest in learning

• Belief that ability is incremental

• Focus on personal progress

• Willingness to try challenging tasks

• View that errors present opportunities to learn

• Belief that effort and effective strategy use will lead to success

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SKILL: Metacognition

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Strategic Action-Control

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What do we Self-Regulate?

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Why is Self-Regulation Important?

Self-regulated learners are successful in and beyond school. Higher motivation and confidence

Productive thinking skills & strategies(cognition)

Task relevant behaviour

Achievement

All students benefit from instructional contexts that support SRL, including students with exceptional learning needs.

I can do itI can do itI can do itI can do it

SRL develops over a lifetime

For Early Success in School

Low levels of self-regulation before school predict academic difficulties in school.

Emotional regulation (coping with frustration, persisting)

Behaviour regulation (following directions, working independently)

Children with poor regulation have problems with behaviour, completing academic tasks, and relating to peers and their teachers.

Performing well on tasks that require self-regulation predicts early school achievement even more powerfully than IQ scores and knowledge of reading and math.

Successful self-regulation in kindergarten predicts achievement through grade 6.

For Success in Middle Years …

Stage Environment Implications for SRL

Desire for autonomy Tighten control Fewer opportunities

Self-consciousness Increase social comparison

Lower motivation

We need to create environments that are psychologically safe and intellectually challenging—encourage autonomy but provide appropriate levels of support.

See J. Eccles & Colleagues writings on the topic stage-environment fit.

For Success in High School…

• Learning to take responsibility for their learning and motivation

• Preparing for transitions to work or post-secondary where they will need to work and learn independently

– Learn to grapple with complex tasks – Experience learning challenges – challenges

are opportunities to learn to SRL– Effort appropriately applied not just more

effort– Context of tasks – bigger purpose, not just

“things the teacher needs to have a grade”

SRL is important inside & outside school…

But students may need help with SRL

http://youtu.be/O8_fhBNzYNo

Top 4 challenges students identify

Challenge Description Examples N=4201400 X 10 wks

Motivation & Procrastination

Not having the will or desire to do my work (includes procrastination)

“I didn’t feel like studying”“I kept putting it off”“I wasn’t interested in the work”“I was too lazy to do it”“It didn’t seem valuable or useful”

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Goal & Time management

Setting unhelpful goals and/or not managing my time to accomplish my goals

“I didn’t have a clear goal for learning”“My goal that was too big or too much”“I didn’t organize my time well enough”“I didn’t prioritize things”“I ran out of time”

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Attention, Learning & remembering

Having trouble focusing attention or maintaining attention; understanding or remembering the information

“I kept losing my focus or attention”“I couldn’t make connections between course ideas or theories”“I couldn’t explain concepts in my own words”“I couldn’t remember”“I couldn’t apply or use what I studied”“I couldn’t figure out what was important”

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Emotions Experiencing feelings that interfered with my work

“I was anxious or worried”“I was stressed out…”“I was feeling bad about it”“I was too excited to focus”“I was bored”“I felt hopeless about it”

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Next 4 challenges students identify

Challenge Description Examples N=4201400 X 10wks

Task & Metacognitive Challenges

Challenging concepts or tasks, unclear about what should be done.

 “I didn’t know what we were supposed to do””…why we were doing it”I didn’t know how to study”  “I didn’t know how to [critique, apply, etc]

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Choosing or using strategies

Having trouble knowing what strategies to use or in using appropriate strategies for the task

“I didn’t know a strategy to use for this”“I chose the wrong strategy for my work”“I didn’t know how to fix my strategy for the task”“I wasn’t sure about the best way to do this work”

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Finding the right place & situation to study

Studying in the wrong environment or studying with the wrong people

“I couldn’t concentrate because it was too noisy”“My friends distracted me”“Other activities distracted me”“I couldn’t find a good place to work”

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Life & Self-management

Having trouble with my health, sleep, or other life events

“I was feeling sick”“I was distracted by other things going on in my life”“I was hungry”“I was sleepy”

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Self-regulated learning is about…

What do we need to know to help? How to help students figure out where in the SRL process

things are breaking down

How to design instruction and assessment that creates opportunities for multiple cycles of regulation to unfold

(A) Classroom tasks & contexts(B) Assessment & feedback processes(C) Interactions & relationships

Next timeNext time

• Creating safe spaces to make mistakes• Creating opportunities to learn from mistakes and be rewarded for that• Creating safe spaces to make mistakes• Creating opportunities to learn from mistakes and be rewarded for that

Break time – Think pair share

1. What are 2 ways SRL is implicated in this classroom scenario?

2. What are some of the strengths and weaknesses you see in terms of self-regulated learning?

Regulation unfolds over phases

Monitoring

Evaluating

Task

Perceptions

Goals

& PlansLarge Scale Adaptation

Task Enactment

You need to know what your job

REALLY is….and WHY.

You need to be able to break things into

specific task goals/standards that are challenging but

achievable

You need to be willing and able to adapt or

make changes during and after…learning from your history

(seizing the opportunity that failure

presents)

Winne & Hadwin (1998)

You need to engage, drawing upon a tool

kit of strategies to get in there, try it and take some risks

You need to be able to recognize when things are going sideways

Problems in planning cannot be fixed with task enactment strategies (study skills)

Lack of monitoring or inaccurate self-

evaluation

Incomplete or inaccurate Task

Perceptions

Goals-Plans without precision or commitment

Failure to adapt or turn challenges

into opportunities

Weak strategy choices or no

strategy

Where we usually intervene

Planning

Tasks are layered with information

ED-D 401 Hadwin

Students often have inaccurate or incomplete task understandings

Why do you have a

Midterm test in this class?

So you have something to grade us on?

So know what you need to teach

us again for the final?

So I can figure out if I understand and if

my studying working while I still have

time to fix it

Task Understanding Gr. 2 (Stephanie Helm)

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Time 1 Time 2 Time 3 Time 4

Pro

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Time

Score for Target I tem Responses

Explicit

Implicit Course Concepts

Implicit Purpose

Good knowledge test scoresGood knowledge test scores

Weak but improving test scoresWeak but improving test scores Weak task understandingWeak task understanding

Good task understandingGood task understanding

Developing TU is essential to learning

Big ImprovementBig Improvement Strong emerging task understandingStrong emerging task understanding

Based on 100 case studies of post-secondary learners (Butler, 2003)

Slide prepared by: Dr. Deborah Butler (UBC)

Butler’s (2003) findings

But they don’t realize this is the problem

Task Understanding

Goal setting-planning

Enacting No Evaluation

Task Understanding 13Goal setting -

planning 6 3 1Enacting 8 3

No Evaluation 1 6

Instructor Assessment of ProblemInstructor Assessment of Problem

Stud

ent A

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What can teachers do?

Facilitate task understanding Don’t do the interpretation for them Guide them through a process of

co-constructing perceptions of tasks and task features

Ask students about tasks What is your job here? Why are we doing this? What do I want you to learn? How does this relate to what we did last week?

What can teachers do?

Group/Peer discussion Have students compare task perceptions Compare plans for completing work Peer read and discuss drafts

Assess task understanding Quiz 2 minute free write Formal task analysis

Model thinking & how you find TU answers What am I being asked to do? How am I being asked to think? Why are we doing this?

Phase 2: Goal Setting

What are Goals? What you are aiming to accomplish or learn Standards for work Commitment to a particular outcome Taking what you know about a task (your task

understanding) and turning it into a plan of action standard to achieve

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Why are goals important for SRL?

• Good goals help you...o Deal with 1 little piece at

a timeo Know how to get startedo Know which strategies to

useo Generate feedback on

how well you’re doing o Get motivatedo Plan & manage your time

Goals play a central role in regulating…

http://youtu.be/9Y9tZy9EXOs

Goal Setting Video – Ian Thorpe

• Important for progress• Motivating• Challenging but achievable• Distal to proximal...right down to this

training session• Important to reflect on goals• Learn from past goals and experiences

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Goals become important …

• In all tasks and academic work

• When choices are made available

• When there are multiple ways to demonstrate mastery

• Work extends over time (multiple classes)

• Student self-evaluation & peer evaluation are promoted

Personalized learning contexts

Not all goals are effective

What Are Good Goals in SRL?

Good goals for your academic tasks include ALL the following characteristics:

Time (day, time, duration – 2 hours max)

Action(s) (thinking process or ways of thinking)

Standard (to what degree, amount, standard)

Content (what specific course ideas/concepts)

TASC GoalsTASC Goals

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Danger of Weak goals

MOT CHLG: This past week i found it difficult to do as much work at home

as i should have. I didn't have any deadlines in the near future. I found it difficult to keep myself motivated and focused on my course work for more

than about half an hour at a time.

In this past week i had a hard time motivating myself to get ahead in my

classes. I found that i was pushing things of and procrastinating.

Lower efficacy for next goal

This next week i would like to finish catching up on my political sciences reading and also get a head start on

my computer science project. My goal for the end of next week is to be up to

date on the readings and create an outline for my computer science

project

Maladaptive Motivation Cycle

What happens when goal setting is taught?

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Requires task understanding

Requires sustained practice

Requires reflection

Requires examples and scaffolding

ED-D 401 Hadwin

Developing Goal Setting

Takes my 1st year undergraduates 8 weeks of setting one goal every week, before we start to see change in the quality of goals and the outcomes of setting those kinds of

goals

Takes my 1st year undergraduates 8 weeks of setting one goal every week, before we start to see change in the quality of goals and the outcomes of setting those kinds of

goals

Example: TASC Goals Identify Actions

Your goal says what action you will take to think about/learn the content

The verb in your goal statement

Gathering Information

Processing Information

Extending Information

• Define

• Describe

• Name

• Identify

• Recite

• Note

• List

• Compare

• Contrast

• Classify

• Sort

• Explain why

• Infer

• Sequence

• Analyze

• Evaluate

• Generalize

• Judge

• Predict

• If/Then

• Hypothesize

• Forecast

• Apply the principle

Learning Verbs

Learning Verbs

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Weak strategies or strategy choices

To be strategic students need to know:

• when to use the strategy

• why the strategy works

• how to apply the strategy

• how to check if the strategy works

• Customize strategies IF……

THEN…..ELSE

Reading tactics vs. strategies

https://sites.google.com/a/fessenden.k12.nd.us/hovland/homework/reading-strategieshttp://teachers.scholarschoice.ca/products/Re

ading-Strategies-Bulletin-Board-Set-p10860/?pstart=

Effort appropriately applied?

Relate to student’s experiences: a lack of confidence little sense of control over outcomes (i.e.,

low self-efficacy) frustration, boredom, anxiety Putting effort and seeing no results

Students may: try but be “actively inefficient” give up Rebel

Motivation & Self-confidence

Taking an SRL approach to figuring out the problem:

Reveals opportunities to turn challenges into successes

Taking an SRL approach to figuring out the problem:

Reveals opportunities to turn challenges into successes

Where to go from here

1. Over the next couple of weeks in your school…..think about SRL. What do you see?

2. What resonates from todays introduction to SRL?

3. What are 2 kinds of self-regulation problems or challenges you observe

Where are your students struggling?

Monitoring

Evaluating

Task

Perceptions

Goals

& PlansLarge Scale Adaptation

Task Enactment

You need to know what your job

REALLY is….and WHY.

You need to be able to break things into

specific task goals/standards that are challenging but

achievable

You need to be willing and able to adapt or

make changes during and after…learning from your history

(seizing the opportunity that failure

presents)

Winne & Hadwin (1998)

You need to engage, drawing upon a tool

kit of strategies to get in there, try it and take some risks

You need to be able to recognize when things are going sideways

Teachers as self-regulating learners

Monitoring

Evaluating

Task

Perceptions

Goals

& PlansLarge Scale Adaptation

Task Enactment

What is really going on, what is the

problem? What do I really care about?What do I want to

learn?

Breaking it down into manageable and

achievable short term goals

Identifying specific instructional strategies

You need to be willing and able to adapt or

make changes during and after…learning from your history

(seizing the opportunity that failure

presents)

Winne & Hadwin (1998)

Trying it out

Systematic tracking

How is it going?

Add to our wall…What do you know about self-regulated learning?

K What do we

know?

WWhat do we

want to learn?

LNew

SurprisingConfusingExciting

✔ ✔ ✔Or tweet your thoughts

#SRL4lifeOr tweet your thoughts

#SRL4life

Questions & Comments?