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:
“Courage is resistance to fear, mastery of fear—not absence of fear. Except a creature be part coward it is not a compliment to say it is brave; it is merely a loose application of the word. Consider the flea!—incomparably the bravest of all the creatures of God, if ignorance of fear were courage.”
—Mark Twain [Samuel Langhorne Clemens] (1835–1910)
“The receipt to make a speaker, and an applauded one too, is short and easy.—Take of common sense quantum sufficit, add a little application to the rules and orders of the House, throw obvious thoughts in a new light, and make up the whole with a large quantity of purity, correctness, and elegancy of style.”
—Philip Dormer Stanhope, 4th Earl Chesterfield (1694–1773)
“Spend the years of learning squandering
Courage for the years of wandering”
—Samuel Beckett (1906–1989)
“My paternal grandmother would not light a fire on the Sabbath and piled all Sunday’s washing-up in a bucket, to be dealt with on Monday morning, because the Sabbath was a day of rest—a practice that made my paternal grandfather, the village atheist, as mad as fire. Nevertheless, he willed five quid to the minister, just to be on the safe side.”
—Angela Carter (1940–1992)