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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

Self-Regulated Learning and Its Role in Tutoring

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Self-Regulated Learning and Its Role in Tutoring. Jan Collins Eaglin and Laura Woodward Tutoring Institute Academic Success Center April 13, 2006. Learning Styles A particular way in which the mind receives and processes information. You may have a particular way that you like to learn. - PowerPoint PPT Presentation

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Page 1: Self-Regulated Learning and Its Role in Tutoring

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 CenterApril 13, 2006

Page 2: Self-Regulated Learning and Its Role in Tutoring

Academic Success Center (313)577-3165 2

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.

Page 3: Self-Regulated Learning and Its Role in Tutoring

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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

Page 4: Self-Regulated Learning and Its Role in Tutoring

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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

Page 5: Self-Regulated Learning and Its Role in Tutoring

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Skill

Will Self-regulation

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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.

Page 7: Self-Regulated Learning and Its Role in Tutoring

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Characteristics of Self-regulated Learners

Motivated Setting goals Active Monitoring Controlling their

learning Adaptive

Page 8: Self-Regulated Learning and Its Role in Tutoring

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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.

Page 9: Self-Regulated Learning and Its Role in Tutoring

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Strategies of Self-regulated Learners Cognitive strategies

Rehearsal Elaboration Organization

Meta-cognitive Forethought Monitoring Regulating Managing resources

Page 10: Self-Regulated Learning and Its Role in Tutoring

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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

Page 11: Self-Regulated Learning and Its Role in Tutoring

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Strategies Self-monitoring Comprehension

monitoring

Page 12: Self-Regulated Learning and Its Role in Tutoring

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Self-regulated Learning

Apathetic Somewhat motivated Motivated

No skills Mediocre skills Some skills Self-regulated skills

Page 13: Self-Regulated Learning and Its Role in Tutoring

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Internal Ability

External Luck

Motivation

Page 14: Self-Regulated Learning and Its Role in Tutoring

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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.

Page 15: Self-Regulated Learning and Its Role in Tutoring

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Bernard Weiner's Attribution Theory

Page 16: Self-Regulated Learning and Its Role in Tutoring

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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

Page 17: Self-Regulated Learning and Its Role in Tutoring

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Positive Attributions What students believe

caused their success or failure.

Productive Applying effort Using strategies

Unproductive Low ability Luck

Page 18: Self-Regulated Learning and Its Role in Tutoring

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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.”

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Tutors As Academic CoachesHelp to build:

Self-efficacy Positive

attributions Control over

outcomes

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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?

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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

Page 22: Self-Regulated Learning and Its Role in Tutoring

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What Can a Tutor Do to Help a Student? 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.

Page 23: Self-Regulated Learning and Its Role in Tutoring

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What Can a Tutor Do to Help a Student? 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.

Page 24: Self-Regulated Learning and Its Role in Tutoring

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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