Adult 640 #13: Self Regulated Learning

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.

dog-from-chewing-e1438880851338
Something to chew on..

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?

Reference

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice41(2), 64-70.

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2 thoughts on “Adult 640 #13: Self Regulated Learning

  1. Hi Laurie,
    I agree with your question about where does one find time to help learners learn. So many times, as a faculty, I’ve assumed all students know how to study and what will make them successful when they walk through our doors or in our virtual classrooms, only to find out that my assumptions were way off. In the classroom, this is sometimes easy to pick up on when you see “deer in the headlight” looks and especially after the first test results. One thing we’ve been doing for the past several years is require a 1:1 meeting for all students unsuccessful with tests/assignments. During these meeting, discussions about some of the SRL’s are conducted (I didn’t know that is what they were called). We discuss study time and methodology, content clarification, review of missed questions, etc… Writing this has given me some thought to revise our “test review” form to include more specifics about these phases. What are your thoughts about this?
    Thanks for your post!
    Beth

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    1. The concept of how one becomes or is a Self-Regulated Learner should be a component of the first year student experience. When universities are expected to show evidence of what is done to help students to matriculate, i.e. admission rates/graduation rates, one should not assume that students come to school understanding how to regulate their learning. I can say this because I have sat on both sides of the fence. I understand that if a skill is not directly tested in public school that a system may feel that there is simply not enough reason to teach the skill. Of course, those on the university side of the see-saw are frustrated because they are receiving students ready to approach the learning in higher education. A component of diversity that may be excluded from discussion/target is that of hidden rules. What makes common sense to one student may cause that “deer in the headlights” look in another. Universities stipulate enrollment expectations in terms of prerequisites for a course. Perhaps it might be helpful to also provide a list of SRL skills necessary to be successful in a given class? In one MOOC that I took, e-Learning and Digital Cultures, the professors provided guidance weeks ahead of time regarding the digital tools that would allow a learner to experience greater success. What occurred far surpassed the expectations of the instructional staff. I’ll address the experience more fully when MOOCs are the topic of the week. Let’s just say that it was connectivism on steroids! Mindblowing to say the least.
      Perhaps the SRL skills are the fulcrum which provides balance for the learning see saw?
      Laurie

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