Self Regulated Learning ( S.R.L )

Dr. Reiter,2011, SRL T.P. 11

Self Regulated Learning(S.R.L)

Research methodology and results .

Dr. Shoshi Reiter



Why change?

Schools vision is to preparer students for their best performance

at present and in future.

http://www.youtube.com/watch?v=2DTUDczwtyc&feature=related

Dr. Reiter,2011, SRL T.P. 4 Dr. Reiter,2011, SRL T.P. 4

Why change? Reality is changing…

Overload and changes in information Rapid evolving, ubiquitous technology )ICT(. Rapid Changes in demands of working

places. Increasingly less clear future needs.

All that and more presents’…


Why change?

A challenge for education to prepare student for performance in changing dynamic world.

http://www.youtube.com/watch?v=6AWYIit1uNk teaching for skills – be relevant


Why change ?

What are the demands from our students in changing dynamic world?

Need to cope with knowledge explosionNeed to acquire and practice new skillsNeed to adjust behavior.



…..to that…2011 – not much change in teaching and learning style.

http://www.youtube.com/watch?v=yfpa9uTWdJE&feature=fvwp&NR=1


What to change ?

What is the constrain?What stops the flow of students learning???

What is the teacher doing during lesson?Most teachers are working hard most of the time.

What are the students doing?


What to change?What is the problem?

Teachers are supposed meet national standards and in the same time every students’ need.

Can one teacher do that during lessons?

Teachers attention is the constrain!!!!


Can we elevate the teaching

resource in class?

Yes!!!!!!!!!!!!

Focus on students' performance.

It is common knowledge that learning is improved by teaching.

SRL with TOC tools is focused on student's thinking and executive behavior.


What to change to?

If we aim at “no child is left behind” Then we have to promote every

students’ knowledge of skills for LLL



What to change to? SRL with TOC

Self Regulated Learning

A set of processes

by which the student is

raising his motivation, actions and self-monitoring

to meet learning goals.


From the need to research…

If the vision is to preparer students for LLL.

And if SRL with TOC tools gives them what is needed..

What happens when students got the opportunity ???

http://www.youtube.com/watch?v=2DTUDczwtyc&feature=related


Aim of research

Investigating 9th graders' yearlong SRL related to outcomes - achievement in

genetics.

“Make everything as simple as possible, but not simpler”. Albert Einstein.


Research questions

(1) Changes over time in SRL of experimental group as compared with that of control students, learning in

the traditional mode? (2) What are the changes over time in experimental

group students' achievement regarding knowledge of genetics as compared with control group students?

(4) What correlations emerged between experimental group students' self-reported and enacted SRL?

(5) What correlations emerged between SRL and achievement?


What have we done?What was special ?

A long term yearly design An authentic context of a regular junior-high school Heterogeneous classrooms Students learning independently The national curriculum.

Holistic study aimed at a deeper view of a complex dynamic phenomenon of

SRL using TOC tools.


Instruments. Data were collected via :

LASSI questionnaire - self-reported SRL (Learning And Study Strategies Inventory, Weinstein,(1996(alpha=.91).

Yearly, Weekly and Post-Exam reports measured enacted SRL

Science knowledge tests measured students' knowledge of genetics.


How did we start our journey?First step …

Utopia - up to the sky “if you can dream it you can do it” Disney

Creating motivation thorough the AT tool : Students were asked to verbalize their

AT in life.

Why not? Because….My ambitious target is: __________________________________________

Obstacles Objectives No.


The SRL spiral

Preparation phase –

setting the goal

planning Enacting phase-

Task on hand, performing,. Monitoring phase: progress

toward the goal.


How? What have we done?

Students got a systematic SRL+TOC course

acquire TOC tools implemented in SRL process



SRL Activity training report

http://www.youtube.com/watch?v=oVJBo2r4b5U&feature=related

Date Suggested plan Enacted plan Gap Reasons for gap

Action to be taken

evaluation

action Time (hr)

action Time

1/9 Presenting curriculum

Questionnaire

1

2

7/9 Time management

Knowledge management

2

1

14/9 Knowledge management

Setting a learning goal & planning

2

1

21/9 Suggested Vs. enacted plan

Consequences- cause and effect of gaps .

Summery

1

1

1

12 Hr


How? What have we done?

Students got the early syllabus.Students got autonomy in

choosing learning style.Teacher was coaching students



Yearly report -

Progress along curriculum Date

(weeks)

Suggested plan

(by teacher )

Enacted plan

(by student)

Gap

(Hr).

Reasons for gap

Action to be taken

Evaluation

1(no-)10 be on schedule .

1-10 From DNA to protein.

Chapter 2

7-10 Inherited & acquired traits.

Chapter 3

14-10 Chromosomes & Gins Summery of chapters 1-3

21-10 Test - introduction to genetics Mendel rules


weekly report -weekly plan: suggested, enacted & evaluation

Date_______

My weekly learning goal is__________________________________

Suggested plan Enacted plan Evaluation

Lesson

Time

Action duration

action Action duration

action Judgment- Quality 1-10

reason

10.00 Writing the goal

Planning

10.15Reading p. 22

10.30


Planning stagePlanning stage::

Colleting data )what? why?(Colleting data )what? why?( Architecting:Architecting:

Filtering- choose relevant data, Filtering- choose relevant data, Synchronizing- organize & Synchronizing- organize &

scheduleschedule


weekly report -weekly plan: suggested, enacted & evaluation

Date_______

My weekly learning goal is__________________________________

Suggested plan Enacted plan Evaluation

Lesson

Time

Action duration

action Action duration

action Judgment- Quality 1-10

reason

10.00 Writing the goal

Planning

Writing the goal

Planning

10.15Reading p. 22 Writing concept

definition

10.30


Enacting phase: performing

Task on hand:

The actual actions.

Follow the plan or change it


weekly report - weekly plan: suggested, enacted &

evaluation

Students were asked to evaluate

The plan: how sure are you that the plan serves the goal? (not sure)1, 2, 3 ,4, 5 (very sure) (necessary assumption)

Self-efficacy: how sure are you that you will be able to enact the plan?

(not sure)1, 2, 3 ,4, 5 (very sure)

How well did the enacted plan match the suggested one (not at all)1, 2, 3 ,4, 5 (very much)


weekly report -weekly plan: evaluation

Gaps between suggested vs. enacted plan: Was there a gap? Yes/no The gap was in: time/order of actions/kind of actions Did I met my weekly goal? Yes/noWas the goal well articulated? Yes/no


What to change/keep?

My weekly goal is_______________

I________________

I _________

I reach/don’t reach the goal

I made / didn’t progress forward

toward the goal

My actions were

What do I have to do in order to achieve my weekly goal? Homework?

______________________________________________________


Yearly report -

Progress along curriculum Date

(weeks)

Suggested plan

(by teacher )

Enacted plan

(by student)

Gap

(Hr).

Reasons for gap

Action to be taken

Evaluation

1(no-)10 be on schedule .

1/10 From DNA to protein.

Chapter 2

7/10 Inherited & acquired traits.

Chapter 3

14/10 Chromosomes & Gins Summery of chapters 1-3

21/10 Test - basics of genetics Mendel rules


Monitoring phase

Self judgment – Control. Monitoring progress?

went well/ wrong?Self instructions. If goal was achieved, what to keep. Start the cycle again


SRL spiral & content construction

•SRL involves thinking and rethinking

•Student is checking the process as well as the outcomes of learning

SRL processContent


Knowledge construction Helix

An helix of on going improvement -connections between doing and outcomes.

Changes in body of knowledge are recognized to activate proper strategy.


Expected outcomes of intervention program.

Category Know Can do..

Content SRL elements & process

TOC tools

Create programs for their learning goals, implementing process and using the tools

Emotionally Be aware of the kind of fillings they may experience while learning

Scaffolding himself and others thru the processes

Socially The benefits and limitations of team work

Team work – when, how

Peer mediation.


Results


Learning Activities

The students who managed their knowledge were involved by choice in different activities:

Reading,

Answering question,

Concept maps,

Cause-effect chart,

Main ideas,

Discussions.


Time management .

According to students report they were engaged in learning (hands on task) 90% of lesson time.

Monitoring effectiveness of time management raised awareness

to that invisible resource.


Pace of learning progress during year

Most students did not stick to teaches plan. Each student developed own pace.

Pace of progress isn’t necessarily an indication of quality of the body of knowledge.

Personalized learning strategy is contributes to knowledge construction


Changes in SRL Students' enacted SRL

Reports indicated that students of experiment group:

(a) enacted a spiral regulation process

(b) had difficulties to phrase a goal

(c) selected mostly familiar activities

(d) identified explicit gaps but not implicit or indirectly visible gaps, (e.g., gaps in knowledge).

All these hindered monitoring.


Knowledge construction of Genetics.

Students of experiment group scored higher that the control group.

Findings reflect the impact of active involvement in learning on achievement.

Student self analyze of test strategy and teacher-test corrections, promotes awareness and ability to monitor learning.


Pearson Correlations Between Self-Reported SRL and Achievement

Pretest correlation in both groups was insg.

At CG-T low interaction between academic achievement and self-testimony SRL, In posttest.

At EG-SRL increased interaction over time as students’ experiences with SRL


Pearson Correlations Between Self-Reported and Enacted SRL

A sig. positive correlation emerged at the end of the year, between self-reported (Lassi) and enacted SRL (protocols)

Once students practice SRL, they improve self-awareness as users of learning strategies.


Enacted SRL-Knowledge Construction Reciprocal Influences in EG-SRL

An empirical path diagram summarizing nexus of relationships among science grades and SRL levels.

The correlation between academic achievement and enacted SRL

was stronger and more sig.

than with self-reported SRL.


Conclusions

Given the opportunity, every student, regardless to starting point can regulate learning and improve achievements.

A shift from learning in a teacher-controlled traditional environment to learning in student-controlled environment, required a deep transformation of learning conceptions.

Independent SRL increased students' active

involvement.


Conclusions

Students' achievement in science increased sig. over the year at all levels measured

A long-term students' practice enabled them improve performance, and to "recover" from decreased motivation or self-efficacy.

It enabled researchers a deeper understanding of this dynamic phenomenon- what to keep and what to change in training.


Conclusions

Experiences in SRL and achievement are interacting. Schools should provide students opportunities for

experiencing independent SRL and its components should be explicitly and intentionally taught and trained on.

Teachers should get a systematic training to become a mentor for developing self-regulated learners


Outcomes for Students: Testimonial after experiencing SRL during a year

"That learning style helps me understand materials better. I fell that we are trusted…. I enjoy more coming to school. I am independent and get to decide about my pace. My grades got higher. Every student should have the opportunity to experience that".

Outcomes: Students' testimonial


"That method is very beneficial for learning. It helped me being responsible and organized. That will help me even in university. When to ask teacher for help and even if I have to stay a while after lesson. I understood how to learn and even liked it" (Dana).

A training program for teachers to become a learning coach trough SRL with TOC tools.

The goal:

Shift the role of teachers from a channel of information to a mentor.

Discover smart methods to become a "learning coach" for students' L.L.L

A training program for teachers

The Training for teachers provides a unique full program that teachers can study and easily implement in their classes at all ages.

Teachers will acquire TOC tools and practice SRL elements & processes to become a learning coach.


Outcomes for Teachers after being trained for SRL with TOC tools, to become a learning

coach .

"That training made me realize the importance of a dynamic class. I demand my students to sit quite thinking that this is the best way to learn, mostly listening to me. I am so wrong! Peer learning with my colleagues during training, exchanging ideas, getting to know them and yet keeping the boundaries made learning very beneficial. I will start implementing SRL with TOC tool in my class

step by step" (Hagit)


Teachers' Testimonials

"I understand now that it is not enough to teach students content. It is very important to let the acquire and practice tools and skills and raise awareness when to use what" (Rachel)


Tank you for sharing that amazing journey with me .

Meaning

Focus

Clarity

Documents

Self Regulated Learning ( S.R.L )