The Importance of SLR SELFREGULATED LEARNING What is

The Importance of (SLR) SELF-REGULATED LEARNING

What is it? In summary, SRL is “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, ” (Pintrich and Zusho 2002, p. 250 as cited in Clark 2012).

Why is Self-Regulated Learning Important? As Schön (1987) states, “as she learns to design, she learns to learn to design—that is, she learns the practice of the practicum, ” (Schön p. 102 as cited in Clark 2012).

4 Essential Dimensions for Self-Regulation to Occur

1. Cognitive and Meta-Cognitive Dimension (Pintrich 1999) (a) monitoring and controlling the use of rehearsal (recitation of information); (b) organizational (selecting, outlining, and organizing the main ideas); and (c) elaboration (explaining ideas to peers and others) strategies (Weinstein and Mayer 1986 as cited in Pintrich 1999 as cited in Clark 2012).

2. Participatory Behavior Students who are academically unprepared and unmotivated exhibit weak time-management strategies and may be tardy and unprepared to make an active and effortful contribution, even to the point of hostility towards authority. (Clark 2012)

3. Motivational States They include self-consequences, selfverbalization, and inventing new strategies which may transform task content; for example making learning activities into a game. (Clark 2012)

4. Learning Environment the aspects of task, classroom community, and cultural environment. (Clark 2012)

Overview of the Process for Self-Regulated Learning (Zimmerman, 2000 as cited in Clark, 2012) states “In SRL, students undergo a recursive (but not necessarily linear) triptych:

(1) planning phase—analyze tasks, set goals, and plan behaviors; (2) performance phase—monitor and control their behaviors, emotions, and motivation; (3) evaluation phase—self-reflection based on feedback

The Journey Clark (2012) states that the teacher should strive for 8 goals Goal 1: Communicate to students the goals of the lesson and the criteria for success. Goal 2: Engage students in discussions about study habits and strategies which sustain improvement. Goal 3: Involve students in previewing and planning forthcoming work.

The Journey Continued Goal 4: Inform students of who can give them help if they need it and permit full access to such help. Goal 5: Provide opportunities for students to become meta-cognitive and build knowledge of themselves as learners by encouraging students to evaluate and reflect on the quality or progress of their work. Goal 6: Create a non-comparative, productive environment free of risks to self-esteem founded upon cooperation and dialogue.

The Journey Continued Goal 7: Support students as they take more responsibility for their learning. Goal 8 directs teachers and students to: Provide opportunities for frequent participation in the process of learning with their teacher as their advisor and with their peers in a climate of equality and mutuality.

Essential Formative Components of SRL The objective of formative feedback is the deep involvement of students in meta-cognitive strategies such as personal goal-planning, monitoring, and reflection, which support SRL by giving learners “the power to oversee and steer one’s own learning so that one can become a more committed, responsible and effective learner” (Black and Jones 2006, p. 8 as cited in Clark 2012).

In the End The teacher’s role is to provide “a fundamental goal of education [which] is to equip students with the self-regulatory capabilities that enable them to educate themselves” (Bandura 1997, p. 174 as cited in Clark 2012).

Works Cited Clark, I. Educ Psychol Rev (2012) 24: 205. https: //doiorg. proxy. queensu. ca/10. 1007/s 10648 -011 -9191 -6