My Task is to write about eight different concepts, two from each of the four articles we were assigned to read. I am determined to complete this task before deadline and definitely I believe I can do it.
Self-Regulated Learning Interview Schedule (SRLIS)
It was developed by Zimmerman and Martinez-Pons to explore SRL among high school students as a theory-guided and structured interview protocol. In this type of measuring tool, data about SRL-related behaviors are elicited by having students consider a contextualized but fictitious task. This is an interesting way of getting to know learner’s SRL. I personally used this method while interviewing some multi-linguals and polyglots 2 years ago about their learning strategies and style. I had to create contextualized yet fictitious situations for my participants in order to make my question more specific and consequently get a more specific answer to my question. The more specific I was ….
Teacher Judgments
Part of teachers’ responsibilities in classroom is evaluating and judging students interaction with and response to the learning environment, content, teacher and each other as well. As Winne & Perry (2000) explain that teachers’ judgement is based on event-related measures using trace methods and think aloud protocols. They continue explaining that this method is not very reliable in research by questioning the trustworthiness of these data, citing Hoge & Butcher (1984).
ICE note
This brings to my mind the issue of evaluating students’ ability in classroom by teachers. To some extent I agree with Winne & Perry (2000) that in research this method is not highly reliable however we cannot ignore the fact that teachers, by experience, know their students very well since they spend considerable amount of time interacting with them regularly, hence from a practice point of view it could me more reliable compared to mere researcher’s intervention.
So even though teachers might not be competent at distinguishing certain constructs in the academic literature yet, this in itself can be settled with an intervention from the researcher in designing the environment collaboratively and jointly. For instance, by discussing with a teacher before the experiment certain constructs such as ‘achievement’ and ‘ability’ we can make sure they have the right understanding for both.
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.
Self-regulated learning amongst young students
Dignath, et al. (2008) concluded that research over the last ten years has given empirical support to the presumption that young children can and do engage in activities to self-regulate their own learning. By referring to Hattie et al. (1996) study he believes that the youngest children benefit the most from training in self-regulated learning. Then he continues to explain the major advantage of training children on how to self-regulate their learning in the beginning of their schooling as he believes that during these first crucial years, students set up learning and self-efficacy attitudes which are easier to change than when students have already developed disadvantageous learning styles and learning behavior (Citing Hattie et al., 1996).
Interventions to promote self-regulated learning
This concept implies teaching or training for learning skills in order to support students’ ‘Self-Regulated Learning’. Dignath, et al. (2008) mentions that earlier interventions to foster students’ self-regulation of learning were conducted by means of cognitive-behaviour modification programmes or by directly teaching the strategies. This approach to promoting SRL has changed later on. As Dignath continues to explain that innovations of later classroom intervention consisted of changes in traditional classroom arrangements in order to establish the responsibility and independence of the learners. So in conclusion, Dignath believes that in recent years, metacognitive intervention has changed from a strategy training approach to creating social environments to support metacognition.
ICE Note
Teaching ‘Learning Strategies’ is one of the most interesting concepts, at least to me, in this course. Knowing how to promote SRL among learners of all ages require at least knowledge of how to teach ‘Learning Strategies’. I remember during my early career as a Data & Soft Skills Trainer in 2009, I was teaching a ‘Business English’ course in Information technology Institute in Cairo Egypt and I was asked by many of my students to share with them any strategies I have or I have used successfully in the past in order to facilitate learning ‘English’ in that course.
Even though this kind of conversations was considered non-relevant to the course by course administrators, I saw it as an essential part of my teaching sessions NOT only in my in this course but throughout my entire career of teaching and delivering and training. My experience in teaching learning strategies, even though in an informal way, enabled me to see and touch the tremendous amount of motivation it created among learners. That is why I cannot imagine learning inside classroom without ‘knowledge about learning’. To conclude, majority of learners most of the time appreciate very much teachers support in promoting learning strategies as a way for them to enhance Self-regulation of their own learning.
Hanna Järvenoja, Sanna Järvelä & Jonna Malmberg (2015) Understanding Regulated Learning in Situative and Contextual Frameworks, Educational Psychologist, 50:3, 204-219
Situative Perspective on Self-Regulated Learning
The essence of this concept is that learning takes place as a result of the interaction in a social environment within a certain context and with the influence of other learners as well. As Järvenoja et al (2015) explains, different components, such as a learner’s motivation, task requirements, and classroom structure, interact to form unique learning situations.
Sociocognitive perspective on Self-Regulated Learning
This concept considers regulation of learning to be an individual process that is influenced by social aspects, as explained by Järvenoja et al (2015). In the SRL research some models explain self-regulated learning as an individual capacity that is shaped by environmental conditions whereas sociocognitive models of self-regulation have focused on the social, interpersonal, and contextual aspects of regulated learning Järvenoja et al (2015).
This definitions takes the concept towards the boundaries of socially regulated learning where we find the influence of collaborative or cooperative learning is evident in supporting the self-regulation of learning.
ICE note
As the previous two definitions can tell that both concepts are intertwined, that is one of them is an example of the other. The situative and sociocognitive perspectives trigger in my mind the role of a teacher in the learning situation since classroom structure is one of the components of situative SRL.
This in turn is taking us further away from the concept of ‘Self-Regulation’ in SRL. As a result we are complicating the study of SRL by integrating various elements as part of the ‘learning situation’. As a classroom teacher I am still trying to figure out how to implement SRL in classroom situations.
Reflection
I learned from these articles the complexity of the topic in the academic research and that one single approach or perspective is not sufficient to provide information based on which educators, administrators and policy makers can make decisions that support learners’ self-regulated learning.
To me, I believe that even though it is very important to address the issue from multiple layers perspective and to situate learning, yet the concept SRL does not seem to be a single idea that can be defined but rather a big phenomenon which gets complex once tackled from various perspectives.
I believe that if a teacher pays close attention to students’ motivation during the interaction in classroom and then adapts his/her instruction accordingly then learners will be able to regulate their behavior effectively and by doing this the teacher can support tremendously learners self-regulation during the process of learning.
For example, if a teacher gave an overwhelming task to students who struggled a lot then he or she should consider re-designing the task and deliver it in a way that supports learners’ motivation rather than killing their motivation by cognitive overload.
Article 1
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning.
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention.
Capability to Self-Regulate
As Boekaerts and Corno (2005) explain, some researchers conceptualize SR as a general disposition that students bring into the classroom, whereas others conceive of SR as a property of the person-in situation and attend to domain-specific self-regulatory skills that develop through experience within and across situations. The two perspectives are not incompatible.
I think the two definitions are not different from each other, the ‘general disposition’ and ‘the property of the person in situation’ as they seem to be counterparts. The issue would be in having a single solid definition that might not be sufficient to cover all aspects of the concept.
Volitional Strategies
Corno (1993) explains that volition is different from motivation as a concept and a function, that is, when motivation is necessary to set up goals and choose the appropriate strategies for attaining them, volitions comes as a necessary part to protect against the abandonment of goals and also serves to maintain learns’ efforts and persistence when competing goals arises.
ICE Note
This is pretty much similar to the concept of ‘Will Power’ and I can relate to this concept as a learner and a teacher. I also believe that setting goals and working on accomplishing them can form habitual patterns of behavior that can be classified as volitional strategies.
This is pretty much similar to the concept of ‘Will Power’ and I can relate to this concept as a learner and a teacher. I also believe that setting goals and working on accomplishing them can form habitual patterns of behavior that can be classified as volitional strategies.
Article 2
Self-Regulated Learning Interview Schedule (SRLIS)
It was developed by Zimmerman and Martinez-Pons to explore SRL among high school students as a theory-guided and structured interview protocol. In this type of measuring tool, data about SRL-related behaviors are elicited by having students consider a contextualized but fictitious task. This is an interesting way of getting to know learner’s SRL. I personally used this method while interviewing some multi-linguals and polyglots 2 years ago about their learning strategies and style. I had to create contextualized yet fictitious situations for my participants in order to make my question more specific and consequently get a more specific answer to my question. The more specific I was ….
Teacher Judgments
Part of teachers’ responsibilities in classroom is evaluating and judging students interaction with and response to the learning environment, content, teacher and each other as well. As Winne & Perry (2000) explain that teachers’ judgement is based on event-related measures using trace methods and think aloud protocols. They continue explaining that this method is not very reliable in research by questioning the trustworthiness of these data, citing Hoge & Butcher (1984).
ICE note
This brings to my mind the issue of evaluating students’ ability in classroom by teachers. To some extent I agree with Winne & Perry (2000) that in research this method is not highly reliable however we cannot ignore the fact that teachers, by experience, know their students very well since they spend considerable amount of time interacting with them regularly, hence from a practice point of view it could me more reliable compared to mere researcher’s intervention.
So even though teachers might not be competent at distinguishing certain constructs in the academic literature yet, this in itself can be settled with an intervention from the researcher in designing the environment collaboratively and jointly. For instance, by discussing with a teacher before the experiment certain constructs such as ‘achievement’ and ‘ability’ we can make sure they have the right understanding for both.
Article 3
Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129.
Self-regulated learning amongst young students
Dignath, et al. (2008) concluded that research over the last ten years has given empirical support to the presumption that young children can and do engage in activities to self-regulate their own learning. By referring to Hattie et al. (1996) study he believes that the youngest children benefit the most from training in self-regulated learning. Then he continues to explain the major advantage of training children on how to self-regulate their learning in the beginning of their schooling as he believes that during these first crucial years, students set up learning and self-efficacy attitudes which are easier to change than when students have already developed disadvantageous learning styles and learning behavior (Citing Hattie et al., 1996).
Interventions to promote self-regulated learning
This concept implies teaching or training for learning skills in order to support students’ ‘Self-Regulated Learning’. Dignath, et al. (2008) mentions that earlier interventions to foster students’ self-regulation of learning were conducted by means of cognitive-behaviour modification programmes or by directly teaching the strategies. This approach to promoting SRL has changed later on. As Dignath continues to explain that innovations of later classroom intervention consisted of changes in traditional classroom arrangements in order to establish the responsibility and independence of the learners. So in conclusion, Dignath believes that in recent years, metacognitive intervention has changed from a strategy training approach to creating social environments to support metacognition.
ICE Note
Teaching ‘Learning Strategies’ is one of the most interesting concepts, at least to me, in this course. Knowing how to promote SRL among learners of all ages require at least knowledge of how to teach ‘Learning Strategies’. I remember during my early career as a Data & Soft Skills Trainer in 2009, I was teaching a ‘Business English’ course in Information technology Institute in Cairo Egypt and I was asked by many of my students to share with them any strategies I have or I have used successfully in the past in order to facilitate learning ‘English’ in that course.
Even though this kind of conversations was considered non-relevant to the course by course administrators, I saw it as an essential part of my teaching sessions NOT only in my in this course but throughout my entire career of teaching and delivering and training. My experience in teaching learning strategies, even though in an informal way, enabled me to see and touch the tremendous amount of motivation it created among learners. That is why I cannot imagine learning inside classroom without ‘knowledge about learning’. To conclude, majority of learners most of the time appreciate very much teachers support in promoting learning strategies as a way for them to enhance Self-regulation of their own learning.
Article 4
Hanna Järvenoja, Sanna Järvelä & Jonna Malmberg (2015) Understanding Regulated Learning in Situative and Contextual Frameworks, Educational Psychologist, 50:3, 204-219
Situative Perspective on Self-Regulated Learning
The essence of this concept is that learning takes place as a result of the interaction in a social environment within a certain context and with the influence of other learners as well. As Järvenoja et al (2015) explains, different components, such as a learner’s motivation, task requirements, and classroom structure, interact to form unique learning situations.
Sociocognitive perspective on Self-Regulated Learning
This concept considers regulation of learning to be an individual process that is influenced by social aspects, as explained by Järvenoja et al (2015). In the SRL research some models explain self-regulated learning as an individual capacity that is shaped by environmental conditions whereas sociocognitive models of self-regulation have focused on the social, interpersonal, and contextual aspects of regulated learning Järvenoja et al (2015).
This definitions takes the concept towards the boundaries of socially regulated learning where we find the influence of collaborative or cooperative learning is evident in supporting the self-regulation of learning.
ICE note
As the previous two definitions can tell that both concepts are intertwined, that is one of them is an example of the other. The situative and sociocognitive perspectives trigger in my mind the role of a teacher in the learning situation since classroom structure is one of the components of situative SRL.
This in turn is taking us further away from the concept of ‘Self-Regulation’ in SRL. As a result we are complicating the study of SRL by integrating various elements as part of the ‘learning situation’. As a classroom teacher I am still trying to figure out how to implement SRL in classroom situations.
Reflection
I learned from these articles the complexity of the topic in the academic research and that one single approach or perspective is not sufficient to provide information based on which educators, administrators and policy makers can make decisions that support learners’ self-regulated learning.
To me, I believe that even though it is very important to address the issue from multiple layers perspective and to situate learning, yet the concept SRL does not seem to be a single idea that can be defined but rather a big phenomenon which gets complex once tackled from various perspectives.
I believe that if a teacher pays close attention to students’ motivation during the interaction in classroom and then adapts his/her instruction accordingly then learners will be able to regulate their behavior effectively and by doing this the teacher can support tremendously learners self-regulation during the process of learning.
For example, if a teacher gave an overwhelming task to students who struggled a lot then he or she should consider re-designing the task and deliver it in a way that supports learners’ motivation rather than killing their motivation by cognitive overload.
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