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:
“By an application of the theory of relativity to the taste of readers, to-day in Germany I am called a German man of science, and in England I am represented as a Swiss Jew. If I come to be regarded as a bête noire the descriptions will be reversed, and I shall become a Swiss Jew for the Germans and a German man of science for the English!”
—Albert Einstein (18791955)
“Five oclock 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] (18321898)
“Just as we are learning to value and conserve the air we breathe, the water we drink, the energy we use, we must learn to value and conserve our capacity for nurture. Otherwise, in the name of human potential we will slowly but surely erode the source of our humanity.”
—Elaine Heffner (20th century)
“It has always been my practice to cast a long paragraph in a single mould, to try it by my ear, to deposit it in my memory, but to suspend the action of the pen till I had given the last polish to my work.”
—Edward Gibbon (17371794)