Application of Self-regulated Learning in Practice
Edirippulige & Marasinghe (2011) reviewed evidences of blending of self-regulated learning with new educational programmes such as e-Health teaching using different ICT technologies.
There are also many practical applications for self-regulated learning in schools and classrooms today. Paris and Paris state there are three main areas of direct application in classrooms: literacy instruction, cognitive engagement, and self-assessment (2001). In the area of literacy instruction, educators can teach students the skills necessary to lead them to becoming self-regulated learners by using strategies such as reciprocal teaching, open-ended tasks, and project-based learning.
Other tasks that promote self-regulated learning are authentic assessments, autonomy-based assignments, and portfolios. These strategies are student-centered and inquiry based, which cause students to gradually become more autonomous, creating an environment of self-regulated learning. However, students do not simply need to know the strategies, but they need to realize the importance of utilizing them in order to experience academic success.
According to Dweck and Master, “Students use of learning strategies – and their continued use of them in the face of difficulty – is based on the beliefs that these strategies are necessary for learning, and that they are effective ways of overcoming obstacles.” Students who are not self-regulated learners may daydream, rarely complete assignments or forget assignments completely. Those who do practice self-regulation ask questions, take notes, allocate their time effectively, and use resources available to them. Pajares lists several practices of successful students that Zimmerman and his colleagues developed in his chapter of Motivation and Self-Regulated Learning: Theory, Research, and Applications.
These behaviors include, but are not limited to, the following: finishing homework assignments by deadlines, studying when there are other interesting things to do, concentrating on school subjects, taking useful class notes of class instruction, using the library for information for class assignments, effectively planning schoolwork, effectively organizing schoolwork, remembering information presented in class and textbooks, arranging a place to study at home without distractions, motivating oneself to do schoolwork, and participating in class discussions.
Examples of self regulated learning strategies in practice:
Self-Assessment: fosters planning, assess what skills the learner has and what skills are needed. Allows students to internalize standards of learning so they can regulate their own learning (Laskey & Hetzel, 2010).
Wrapper Activity : activity based on pre-existing learning or assessment task. This can be done as a homework assignment. Consist of self-assessment questions to complete before completing homework and then after completion of homework. This will allow the learner to draw their own conclusions about the learning process (Laskey & Hetzel, 2010).
Think Aloud: This involves the teacher describing their thought process in solving a problem (Joseph, 2010).
Questioning: Following new material, student develop questions about the material (Joseph, 2010).
Reciprocal Teaching: the learner teaches new material to fellow learners (Joseph, 2010).
Read more about this topic: Self-regulated Learning
Famous quotes containing the words application of, application, learning and/or practice:
“I think that a young state, like a young virgin, should modestly stay at home, and wait the application of suitors for an alliance with her; and not run about offering her amity to all the world; and hazarding their refusal.... Our virgin is a jolly one; and tho at present not very rich, will in time be a great fortune, and where she has a favorable predisposition, it seems to me well worth cultivating.”
—Benjamin Franklin (1706–1790)
““Five o’clock tea” is a phrase our “rude forefathers,” even of the last generation, would scarcely have understood, so completely is it a thing of to-day; and yet, so rapid is the March of the Mind, it has already risen into a national institution, and rivals, in its universal application to all ranks and ages, and as a specific for “all the ills that flesh is heir to,” the glorious Magna Charta.”
—Lewis Carroll [Charles Lutwidge Dodgson] (1832–1898)
“The value of a family is that it cushions and protects while the individual is learning ways of coping. And a supportive social system provides the same kind of cushioning for the family as a whole.”
—Michael W. Yogman, and T. Berry Brazelton (20th century)
“Those who make a practice of comparing human actions are never so perplexed as when they try to see them as a whole and in the same light; for they commonly contradict each other so strangely that it seems impossible that they have come from the same shop.”
—Michel de Montaigne (1533–1592)