Module 1 Introduction to SRL. Aims of the Masterclass Understand the principles of self regulated...
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Self Regulated Learning Masterclass Module 1 Introduction to SRL
Module 1 Introduction to SRL. Aims of the Masterclass Understand the principles of self regulated learning (SRL) and how they apply to GP training Develop
Aims of the Masterclass Understand the principles of self
regulated learning (SRL) and how they apply to GP training Develop
frameworks of supporting SRL in key areas of the GP curriculum
Reflect on and analyse their self regulation of their own teaching
and coaching Improve consultation skills teaching using techniques
to facilitate SRL Use the principles to identify trainees more
likely to fail, reasons behind the difficulty and implement
appropriate educational interventions
Slide 4
Why Self Regulated Learning? Evidence base within educational
psychology Links to GP curriculum Competency 10 - maintaining
performance, learning and teaching E-portfolio Links to current
teaching methods in GP Adult learning principles
Slide 5
PedagogyAndragogy The learnerDependent. Teacher directs what,
when, how a subject is learned and tests that it has been learned
Moves towards independence. Self-directing. Teacher encourages and
nurtures this movement The learner's experience Of little worth.
Hence teaching methods are didactic A rich resource for learning.
Hence teaching methods include discussion, problem-solving etc.
Readiness to learnPeople learn what society expects them to. So
that the curriculum is standardized. People learn what they need to
know, so that learning programmes organised around life
application. Orientation to learning Acquisition of subject matter.
Curriculum organized by subjects. Learning experiences should be
based around experiences, since people are performance centered in
their learning
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Learning and Teaching Methods
Slide 8
What is our Starting Point? All course participants are
effective self regulated learners in the context of:- Medicine
General practice GP Training All our trainees are effective self
reflective learners in the course of their learning in their
education so far
Slide 9
My Success My success depends on my intelligence, which I was
born with Although I can learn things I cant change my mental
abilities My success depends on the strategies that I choose
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: When I have a Task to Achieve I try and complete the whole
task in one go I break the task down into small steps I think of
different ways of achieving the task and use the one most likely to
work I tend not to attempt a task if I dont think I am able to do
it
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When Performing a Task I use different ways to remind myself of
what I should do I constantly check to see if my strategies are
working I work in different ways dependent on how well I am doing I
compare my performance to my peers
Slide 12
After I have Completed a Task I always reflect on how well I
have done I always seek objective feedback I always consider
whether I can improve how I achieved the task I compare my outcomes
with others
Slide 13
If I Fail in a Task I will keep trying until I succeed I do
something else instead I try to change the method I use I worry
about whether I am good enough I look for external factors for
causes I ask others for help
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Successful Learners
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Planning Successful Learners Set specific short term objectives
related to longer term aims (hierarchy of goals) Believe they will
succeed Are intrinsically interested in the subject they are
learning Plan how they will learn (as well as what) Have a learning
goal orientation not a performance goal orientation
Slide 16
Doing (Performing) Successful learners Use specific planned
strategies to achieve the learning Monitor their performance
against their planned objectives and strategies Self record their
monitoring (decreases reliance on recall and enables them to
interpret smaller changes in performance)
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Reflection Successful learners Reflect on the strategy used
Attribute problems in performance to strategies used Have an
adaptive reaction to problems in performance (i.e. will change
strategy) Control negative emotions Persevere in achieving a task
Motivate themselves to continue learning
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Self Regulated Learning Cycle
Slide 20
Metacognition Thinking about thinking being aware of thought
processes Goal setting Strategy selection Monitoring of learning
and strategy Reflection on learning process as well as outcome
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Motivation Goal Orientation Performance or mastery (learning)
orientation Approach or avoidance Task interest Intrinsic or
extrinsic Attribution Locus of control Ability vs. strategy Self
Esteem Self efficacy beliefs
Slide 22
Attitudes Beliefs and Values Goal orientation Self beliefs
efficacy Ability Self worth Beliefs about intelligence Entity or
incremental Beliefs about learning
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Goal Orientation Describes the motivation for learning Mastery
(learning) goal orientation is learning to improve competence
(intrinsic motivation) Performance goal orientation is learning for
a level of performance usually as judged by others, often for ego
protection Either can be approach or avoidance Approach is
development of competence Avoidance is not being incompetent
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Performance Goal Orientation Approach is demonstrating
competence Avoidance is not appearing incompetent Learners with a
performance goal orientation (particularly avoidance) are more
likely to:- protect their own competence perceptions by comparisons
to others have a belief that their mental ability is a fixed entity
have maladaptive responses to challenge e.g. avoidance, blaming
others
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Learning Goal Orientation Approach is development of competence
Avoidance is not being incompetent (e.g. mistakes) Learners with a
learning goal orientation are more likely to:- Seek out
constructive feedback both positive and negative Continually want
to improve Have a belief that success depends on the strategy they
use, not their mental ability Persevere if they dont succeed
Slide 29
Assessing SRL Questionnaires Reflective journals Task specific
questions General e.g. e-portfolio Micro analysis Questioning about
thoughts, feelings and behaviour before, during and/or after a task
Observation of Behaviours
Slide 30
The Programme Session 1 Understanding the model Self
application Application to trainees Development of learning goals
Session 2 How can SRL be facilitated or taught Define specific
skills Development of SMART objectives for ourselves
Slide 31
The Programme Session 3 Practising the skills Practice
facilitating SRL and receiving feedback Reflection on feedback and
own learning aims and objectives Session 4 Planning the next
steps