Self Regulated Learning Masterclass

Self Regulated Learning MasterclassModule 1Introduction to SRL

Aims of the MasterclassUnderstand the principles of self regulated learning (SRL) and how they apply to GP trainingDevelop frameworks of supporting SRL in key areas of the GP curriculumReflect on and analyse their self regulation of their own teaching and coachingImprove consultation skills teaching using techniques to facilitate SRLUse the principles to identify trainees more likely to fail, reasons behind the difficulty and implement appropriate educational interventions

Why Self Regulated Learning?Evidence base within educational psychologyLinks to GP curriculumCompetency 10 - maintaining performance, learning and teachingE-portfolioLinks to current teaching methods in GPAdult learning principlesPedagogyAndragogyThe learnerDependent. Teacher directs what, when, how a subject is learned and tests that it has been learnedMoves towards independence. Self-directing. Teacher encourages and nurtures this movementThe learner's experienceOf little worth. Hence teaching methods are didacticA 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 learningAcquisition of subject matter. Curriculum organized by subjects.Learning experiences should be based around experiences, since people are performance centered in their learning

Learning and Teaching Methods

What is our Starting Point?All course participants are effective self regulated learners in the context of:-MedicineGeneral practiceGP TrainingAll our trainees are effective self reflective learners in the course of their learning in their education so farMy SuccessMy success depends on my intelligence, which I was born withAlthough I can learn things I cant change my mental abilitiesMy success depends on the strategies that I choose

:When I have a Task to AchieveI try and complete the whole task in one goI break the task down into small stepsI think of different ways of achieving the task and use the one most likely to workI tend not to attempt a task if I dont think I am able to do it

When Performing a TaskI use different ways to remind myself of what I should doI constantly check to see if my strategies are working I work in different ways dependent on how well I am doingI compare my performance to my peers

After I have Completed a TaskI always reflect on how well I have doneI always seek objective feedbackI always consider whether I can improve how I achieved the taskI compare my outcomes with others

If I Fail in a TaskI will keep trying until I succeedI do something else insteadI try to change the method I useI worry about whether I am good enoughI look for external factors for causesI ask others for helpSuccessful Learners

PlanningSuccessful LearnersSet specific short term objectives related to longer term aims (hierarchy of goals)Believe they will succeedAre intrinsically interested in the subject they are learningPlan how they will learn (as well as what)Have a learning goal orientation not a performance goal orientation

15Doing (Performing)Successful learnersUse specific planned strategies to achieve the learningMonitor their performance against their planned objectives and strategiesSelf record their monitoring (decreases reliance on recall and enables them to interpret smaller changes in performance)

16ReflectionSuccessful learnersReflect on the strategy usedAttribute 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 taskMotivate themselves to continue learning17

Self Regulated Learning Cycle

MetacognitionThinking about thinking being aware of thought processesGoal settingStrategy selectionMonitoring of learning and strategyReflection on learning process as well as outcomeMotivationGoal OrientationPerformance or mastery (learning) orientationApproach or avoidanceTask interestIntrinsic or extrinsicAttributionLocus of controlAbility vs. strategySelf EsteemSelf efficacy beliefs

Attitudes Beliefs and ValuesGoal orientationSelf beliefsefficacyAbilitySelf worthBeliefs about intelligenceEntity or incrementalBeliefs about learning

Beliefs about learning

Goal OrientationDescribes the motivation for learningMastery (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 protectionEither can be approach or avoidanceApproach is development of competenceAvoidance is not being incompetent25Performance Goal OrientationApproach is demonstrating competenceAvoidance is not appearing incompetent Learners with a performance goal orientation (particularly avoidance) are more likely to:-protect their own competence perceptions by comparisons to othershave a belief that their mental ability is a fixed entityhave maladaptive responses to challenge e.g. avoidance, blaming others

Learning Goal OrientationApproach is development of competenceAvoidance is not being incompetent (e.g. mistakes) Learners with a learning goal orientation are more likely to:-Seek out constructive feedback both positive and negativeContinually want to improveHave a belief that success depends on the strategy they use, not their mental abilityPersevere if they dont succeed

Assessing SRLQuestionnairesReflective journalsTask specific questionsGeneral e.g. e-portfolioMicro analysisQuestioning about thoughts, feelings and behaviour before, during and/or after a taskObservation of Behaviours

The ProgrammeSession 1Understanding the modelSelf applicationApplication to traineesDevelopment of learning goalsSession 2How can SRL be facilitated or taughtDefine specific skillsDevelopment of SMART objectives for ourselvesThe ProgrammeSession 3Practising the skillsPractice facilitating SRL and receiving feedbackReflection on feedback and own learning aims and objectivesSession 4Planning the next steps

Forethought PhaseTask AnalysisGoal settingStrategic planningSelf-Motivation BeliefsSelf-efficacyOutcome expectationsIntrinsic interest/valueLearning goal orientationSelf-Reflection PhaseSelf-JudgmentSelf-evaluationCausal attributionSelf-ReactionSelf-satisfaction/affectAdaptive/defensivePerformance PhaseSelf-ControlImagerySelf-instructionAttention focussingTask strategiesSelf-ObservationSelf-recordingSelf-experimentation