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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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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
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.
Academic Success Center (313)577-3165 3
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
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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
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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.
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Characteristics of Self-regulated Learners
Motivated Setting goals Active Monitoring Controlling their
learning Adaptive
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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.
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Strategies of Self-regulated Learners Cognitive strategies
Rehearsal Elaboration Organization
Meta-cognitive Forethought Monitoring Regulating Managing resources
Academic Success Center (313)577-3165 10
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
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Strategies Self-monitoring Comprehension
monitoring
Academic Success Center (313)577-3165 12
Self-regulated Learning
Apathetic Somewhat motivated Motivated
No skills Mediocre skills Some skills Self-regulated skills
Academic Success Center (313)577-3165 13
Internal Ability
External Luck
Motivation
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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.
Academic Success Center (313)577-3165 15
Bernard Weiner's Attribution Theory
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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
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Positive Attributions What students believe
caused their success or failure.
Productive Applying effort Using strategies
Unproductive Low ability Luck
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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
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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.
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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.
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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