Academic Success Center (313)577-31651 Self-Regulated Learning and Its Role in Tutoring Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic

Academic Success Center (313)577-3165 1

Self-Regulated Learning and Its Role in Tutoring

Jan Collins Eaglin and Laura Woodward

Tutoring Institute

Academic Success Center

April 13, 2006


Student Learning Results from More than Just their Intelligence

Learning Styles A particular way in

which the mind receives and processes information.

You may have a particular way that you like to learn.

This may be different from that of your students.

Different theoretical bases for learning styles Entwistle Soloman Gardner Felder

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

The problem with learning styles is that there is an assumption that a student whose learning style does not match their professor’s style cannot learn in that class.


We Can Improve Student Memory of our Course Material Tutoring by using only the standard lecturer style promotes

Shallow learning Learning by rote. Test anxiety Reduced memory

Tutoring by using multiple approaches can help. VERBALLY and VISUALLY Stores in different parts of the brain BY ASKING QUESTIONS Promotes deeper thinking USING REAL WORLD EXAMPLES Framing helps motivation CHUNKING Helps students to organize BY BEING SELECTIVE Helps students focus


Self-regulated Learning

How students become masters of their own learning processes.

View of the academic learning as something students do for themselves, rather than something which is done to or for them.

Proactive activity, requiring self-initiated motivational and behavioral processes as well as meta-cognitive ones

Zimmerman, 1986


Skill

Will Self-regulation


Characteristics of Self-regulated Learners

Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn.

Write down the things about you that helped you to succeed.

Write it down.


Characteristics of Self-regulated Learners

Motivated Setting goals Active Monitoring Controlling their

learning Adaptive


Strategies of Self-regulated Learners

Think about yourself in that very difficult class you had with a Tutor who didn’t teach the way you wanted to learn, or a friend who succeeded in that situation.

What were the things that you did to help you succeed?

Discuss these with one other person.

Present the most important ones to the group.

Discuss.


Strategies of Self-regulated Learners

Cognitive strategies Rehearsal Elaboration Organization

Meta-cognitive Forethought Monitoring Regulating Managing resources


Implementing Strategies

Time, effort into planning

Monitoring effort, time use and need for help

Choice to increase or decrease effort

Persistence Regulating effort Using extrinsic self-talk Seeking help


Strategies

Self-monitoring Comprehension

monitoring


Self-regulated Learning

Apathetic Somewhat motivated Motivated

No skills Mediocre skills Some skills Self-regulated skills


Internal Ability

External Luck

Motivation


Cultural Context Stereotype threat can impair

academic performance if the stereotype is negative.

Aronson, Fried and Good (2002) found that The African American students encouraged to view intelligence as malleable reported: Greater enjoyment of the

academic process Greater academic

engagement And obtained higher grade

point averages than their counterparts in two control groups.


Bernard Weiner's Attribution Theory


Self-efficacy

Control over one’s own functioning and events that affect one’s life.

It influences: goals students set commitment to those

goals learning strategies

employed


Positive Attributions

What students believe caused their success or failure.

Productive Applying effort Using strategies

Unproductive Low ability Luck


Control Over Outcomes

Goal orientation

Learning Goal is to understand

the material. “I appreciate a

challenge.”

Performance Goal is to perform well. “If it takes a lot of effort,

I must not be smart.”


Tutors As Academic Coaches

Help to build:

Self-efficacy Positive

attributions Control over

outcomes


Taken from the webpage of Dr. Deborah L. Butler, University of British Columbia http://www.ecps.educ.ubc.ca/faculty/Butler/SCL.htm

What Can a Tutor Do to Help a Student?



Help students construct: Learning about learning

academic content Strategies for analyzing

tasks Task-specific strategies

and skills Self-monitoring strategies



Assess the students’ ability to: Adjust learning activities to reduce gaps between desired

and actual performance. Monitor outcomes associated with strategy use. Self-evaluate by comparing progress against task criteria to

generate judgments about how they are doing. Interpret externally provided feedback. Use feedback strategically to diagnose challenges and

problem solve solutions. Generate judgments about progress and make decisions

that shape further learning activities.



Assess a student’s ability to analyze task demands. Scrutinize assignments to extract:

The topic Expected procedures Required products Marking criteria

Draw on meta-cognitive knowledge about the task.


Self-regulated Learning Tutors can help students

by Strategy instruction Assessing how a student

adapts through Task analysis Strategy use Monitoring

Helping students improve their motivation. Self-efficacy Positive attributions Control over outcomes

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Academic Success Center (313)577-31651 Self-Regulated Learning and Its Role in Tutoring Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic