Flashback time-I know that I am dating myself, but who among us can’t relate to at least the discussion between Joey and Ross? If it hasn’t been over dating problems than fill in the blank ____________________.
After twenty years of teaching, I’ve had numerous experiences in which I have considered the questions, “What went wrong?” “What did I think was going to happen when______?” “What could I have done differently to change the outcome?” “Why didn’t I plan differently?”
Zimmerman’s Becoming a Self-Regulated Learner is one of relevance to me as both a learner and a “future” instructional designer. It was a topic of consideration when working in a K-12 setting where goal setting and the regulation of one’s behavior are a challenge for many learners. In a hyper-standardized assessment driven society, where does one find time to help learners to “transform their mental abilities into academic skills (Zimmerman p. 65)? Learners who understand the relationship between goals, behaviors, and self-assessment recognize the correlation between one’s ability to set and achieve goals.
After this week’s reading, I think that I may be remiss in not creating an introductory segment which addresses the concept of goal setting, values, and expectations for learning. Taking time to ask learners what they wish to achieve supports engagement and the ability to follow through with an event. When asking students to consider the way they think and control success and failure, the instructor must think critically of one’s own goals and motivations. The salient act of modeling and identifying goals, behaviors, and metacognition makes learning tangible to all.
I’ll preface the following statement by saying that I am careful to avoid microaggressive statements in my writing. Those who pursue a high school equivalency diploma setting may find the ability to do so without self-regulating skills challenging. A high-quality self-regulated process needs to be taught, as suggested by Zimmerman. With this knowledge, an additional module of learning in this professional development track might be useful for CCR adult educators. A module regarding Self-Regulated learning could enhance learning for all.
For the professionals to follow through with sequential modules, they must be satisfied with their learning. An optimistic future envisions participation in all of the modules with the goal to enhance the teaching capabilities of instructors in the CCR program.
The (8) component skills described by Zimmerman are ones that I will consider when creating threads for conversation in the learning modules. How will you use them?
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.