Self-regulated learners/ learning Kaatje van der Hoeven Kraft We didn't finalize the presentation sequence yet. As a suggestion, I could do 1-4, you 6-8, me 9-11, you 12-16, me 17-25, you 26-35. That makes it 17 for me, 18 for you. Let me know if you had something else in mind. with contributions from: David McConnell North Carolina State University This material is based on work supported by NSF DUE Award #: 1022980 Any opinions, findings, and conclusions are those of the authors and do not necessarily reflect the views of NSF

Teaching students to learn how to learn Self-regulation cycle: Each phase is impacted by student motivation and use of learning strategies What can we do to support students ability to self-regulate? Forethought Performance Self-Reflection K: need to simplify and reduce the jargon… Modified from Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Seidner (Eds.), Self-Regulation: Theory, research, and applications (pp. 13-39). Orlando, FL: Academic Press.

Opportunities to Think about Learning Self-regulation cycle Engage students in thinking about what they know and need to do. Forethought Performance Self-Reflection Target goal setting (clear goals, moderate difficulty) Perceptions of task (relevance, utility), prior knowledge Ease of learning judgment Self-regulation cycle k Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

Opportunities to Think about Learning Self-regulation cycle Students monitor their learning process to stay engaged in a task Forethought Performance Self-Reflection Anxiety coping strategies Metacognitive judgments of learning relative to goals Effort monitoring Rehearsal, elaboration or organization strategies Regulation of study environment Interest monitoring Reward strategies K Self-regulation cycle Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

Opportunities to Think about Learning Self-regulation cycle When students can reflect on what they learned or can improve upon next time, it helps to restart the cycle Forethought Performance Self-Reflection Assess goal achievement Time/study adjustments Help seeking Success/failure attributions Judgments of efficacy, effort K Self-regulation cycle Zimmerman, B. J. (2001). Theories of Self-Regulated Learners and academic achievement. An overview and analysis. In B. J. Zimmeran & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical Perspectives (2nd ed., pp. 1-38). Mahwah, NJ: Erlbaum.

Importance of Student Reflection Students completed a task (e.g., logical reasoning test) and estimated how their score would compare with other students. Low scoring students overestimated their own skill level failed to recognize the degree of their insufficient knowledge recognized their lack of skill, only if they were trained to improve Strongest students underestimated their performance Weakest students overestimated their performance D Dunning et al., 2003. Current directions in psychological science, v.12 #3, p.83-87

Importance of Student Reflection Student prediction of their exam performance, Physical Geology Actual Score Predicted Score Students that are most likely to struggle in class are the least prepared to recognize their lack of understanding Most students within 10 pts of actual score Several low scoring students unable to predict their performance. Their explanations: Poor preparation Poor study habits Poor assessment of understanding D Active learning class with multiple opportunities for learning assessment through clicker questions, in-class exercises, mastery quizzes and learning journal exercises. Recent findings from students at a SE University, as reported by McConnell, D (2012)

Pause + Think/Pair/Share Forethought Performance Self-Reflection Low Effort: Pause + Think/Pair/Share Experimental Group: Three 2-minute pauses per lecture, student discussion of lecture content with peer. Control Group: No pauses for discussion in lecture. Students completed a free recall exercise after lecture D Experimental Group – number of facts recalled: 22.97* Control Group – number of facts recalled: 16.63 Ruhl, Hughes, and Schloss., 1987. Teacher Education and Special Education, v.10 #1, p.14-18

Does the way we organize information make a difference? Forethought Performance Self-Reflection Low Effort: Build graphic organizers Does the way we organize information make a difference? Blue Students examined a list of these 22 random items for one minute and tried to remember as many as possible. Gold Students examined a list of these 22 organized items for one minute and tried to remember as many as possible. D

Low Effort: Build graphic organizers Concept Map of Earth’s Structure Using labeled sketches or other graphic organizers (e.g., concept maps) can make it easier to recall related information Concept Map of Earth’s Structure D “Chunking” of information is similar to expert thought patterns

Low Effort: Retrieval Practice What is retrieval practice? Forethought Performance Self-Reflection Low Effort: Retrieval Practice What is retrieval practice? Review material for initial study period Put material away and on a blank piece of paper practice retrieval by recalling and writing down as much information as possible. Review material and practice retrieval again Do it the first time during or within a few hours of original lesson Repeat retrieval process at regular intervals prior to exam (e.g., weekly) D http://animaltheory.blogspot.com/2012/02/labrador-retrievers.html

Low Effort: Retrieval Practice Research on learning shows that retrieval practice is the most effective study method: Students don’t know this Simple reflection exercises during or following lecture will improve later recall of information. The more practice that students get at retrieval, the more they will recall later in test situations D Figure from Karpicke and Blunt 2011 (SciencExpress) Read once Read 4 separate times Read, make concept map Read, try retrieval, repeat Karpicke, J.D., and Blunt, J.R., 2011, Science Express, January 20, p.1-7.

Long-term Memory – Remember to repeat The more time that passes before attempting retrieval, the more we forget Day 0 = Initial studying of material 2 tests for Group 1 Thinking or talking about an event immediately after it occurs enhances memory of the event Reviewing material at fixed, spaced intervals enhances memory (after class reflection, online quizzes, recitations, tutorials, study groups, etc.) Normal Forgetting Curve D Roediger & Karpicke, 2006, Perspectives in Psychological Science, v. 1, p.181-210.

Moderate Effort: Reading Reflections K

Moderate Effort: Reading Reflections Forethought Performance Self-Reflection Moderate Effort: Reading Reflections K

Moderate Effort: Exam Wrappers Forethought Performance Self-Reflection Moderate Effort: Exam Wrappers 1: As part of/after taking an exam, students describe how prepared they feel for the test, how they studied, etc… 2: After they receive their exam back, ask them to respond to their initial ideas and what (if anything) they’ll change for a future exam. 3: Discuss as a class, and remind them of those key ideas prior to the next exam K

Moderate Effort: Exam Wrappers K Instructor feedback is critical

Moderate Effort: Learning Journals Forethought Performance Self-Reflection Moderate Effort: Learning Journals Students participate in reading reflections AND activities that explicitly tie learning practices to research-based strategies. How do you know when you know something? (How do you know when you have learned something thoroughly?) Think about two classes you have taken in the past. Consider a class that resulted in a lot of new learning, and one where you didn’t learn much at all. You may have received the same grade in these classes. Why did you think you learned a lot in one class and relatively little in the other? Exam Preparation If you have been following along with the learning journal and completing reading assignments on schedule, you will be well on your way to doing well on the exam. If you can answer “Yes” to nearly all of the questions below, then you are off to a good start: Reflecting on Your Learning In recent years, neuroscientists, cognitive scientists and educational psychologists have made a series of discoveries about how the human brain learns. One of these is summarized below. Read this summary and answer the questions that follow. http://www.purdue.edu/newsroom/research/2011/110120KarpickeScience.html Using complete sentences, describe how you could use retrieval practice in this class to enhance your learning? K I have completed my reading and learning journal tasks as they are assigned so I will not end up cramming at the last minute. Yes No I have identified the material I need to study and scheduled time to review it over several days. I use the headings and subheadings in lecture notes and textbook chapters to organize information and predict exam questions.

Committed Effort: Classroom Notebooks Forethought Performance Self-Reflection Committed Effort: Classroom Notebooks Ongoing effort throughout the semester includes: All class activities Reflective prompts at the beginning and end of each topic K Consistent organizational structure Periodically collected and graded

Instructor support for learning about learning Provide opportunities for students to self-evaluate their own learning Provide models (coping are better than expert): Think-Pair-Share Provide opportunities for self-evaluation Think-Pair-Share Reflective Prompts Exam Wrappers Learning Journals Classroom notebook K Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

Instructor support for learning about learning Encourage behavior that fosters learning to learn Provide an environment that encourages questioning and help-seeking Think-pair-share Reading Reflections Exam wrappers Encourage goal setting (proximal vs. distal) Exam wrappers Learning journals Classroom Notebooks K Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.

Instructor support for learning about learning Create an environment that fosters learning to learn Reward effort over ability Provide assessments that encourage effort (e.g., allow for revisions) Encourage self-comparison over social comparison Reflective Prompts Exam Wrappers Provide visual, graphic and organizational structures Graphic organizers, concept maps, etc… Reading reflections K BE EXPLICIT: how do these activities support their ability to learn? Based on research findings from Zimmeran, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.