Self-Regulation has been a topic of interest since...

TALK Blog on June 29 2018

The Self-Regulation Literature has a history going back to 1980s.  Early Researchers were Barry Zimmerman and Paris and Winograd.  Here’s a brief explanation of a post from Paris and Winograd, 1990:     A Commissioned Paper for the U.S. Department of Education Project Preparing Teachers to Use Contextual Teaching and Learning Strategies To Improve Student Success In and Beyond School. Dr. Kenneth R. Howey, Project Director. [2]

The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation [1]   Scott G. Paris    University of Michigan  Peter Winograd

Abstract

“As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities than traditional knowledge-based curricula. In order to be successful, teachers must be reflective and analytical about their own beliefs and practices and they must acquire a deep understanding of cognitive and motivational principles of learning and teaching. Toward this end, we examine how teachers can model and promote self-regulated learning for their students. Self-regulated learning is characterized by three central features; awareness of thinking, use of strategies, and situated motivation. These features of independent learning need to experienced, constructed, and discussed among teachers so that they understand how to nurture the same development among students. Then the focus of instruction is shifted to fostering strategic and motivated students rather than delivering curricula or managing classroom behavior.’

‘We review 12 principles of self-regulated learning, in four categories, general that can be used by teachers in the classroom. Within the category of self-appraisal, we discuss how teachers can analyze their own learning styles, evaluate their own understanding, and model cognitive monitoring. Within the category of self-management, we discuss how teachers can promote mastery goal orientations, time and resource management, and use “failure” constructively. We discuss how self-regulation can be taught with various tactics such as direct instruction, metacognitive discussions, modeling, and self-assessment of progress. The last several principles are discussed as ways to help students gain a sense of their personal educational histories and to shape their identities as successful students participating in a community of learners. In the final section of the chapter, we describe an example of a successful partnership between a university, a community, and teachers that enacted these principles of self-regulated learning in authentic contexts of teaching and learning. We note the promises and obstacles confronting teacher education practices. programs in implementing more demanding and contextualized instructional.”