Optional Update #6 Meta-cognition

Self-regulation Learning

Self-regulation of cognition and behaviour is defined as an important aspect of learning and academic performance in a classroom context (Corno & Mandinash, 1983; Corno & Rohrkemper, 1985). Below is a self-directed learning model

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Figure 1: Self-directed learning model

The benefits of Self-regulated learning

Students who are more cognitively engaged in trying to learn by memorizing, organizing, and transforming classroom material through the use of rehearsal, elaboration, and organizational cognitive strategies perform better than students who tended not to use these strategies (Corno and Mandinach, 1983; Weinstein & Mayer, 1986 cited in Pintrich & De Groot, 1990).
The use of self-regulating strategies, such as comprehension monitoring, goal setting, planning, and effort management and persistence, is essential for academic performance on different types of actual classroom tasks (Corno, 1986; Zimmerman & Pons, 1986, 1988 cited in Pintrich & De Groot, 1990).
Social media, such as Facebook, offer special affordances that facilitate collaborative and participatory learning of students. They not only state that social media have the potential to support the promotion of informal learning and SRL (McLoughlin & Lee, 2007 cited in Matzat & Vrieling, 2015).
The increasing use of social media in higher education offer spaces for informal learning and SRL (McLoughlin & Lee, 2007 cited in Matzat & Vrieling, 2015).

Characteristics of self-regulated students:

They set their goals
They plan
They are self-motivated
They pay attention to detail
They are flexible users of strategies
They are self-monitoring
They seek help when in need
They evaluate themselves

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Figure 2: Levels of self-directed learning

Figure 2 illustrate the different types of learners we find in our classrooms.

How can teachers teach students to become self-regulated?

Teachers can provide direct instruction and monitoring
Teachers can guide students through a task
Teachers can allow students to become independent in their practice
Teachers Should understand that the developmental level of students determines the strategies they use

An example of a self-directed learning task

Task one:

A teacher can give learners a task to write a report about a new concept experiential learning” that they learnt in class. Students can make a decision on how they can present their report. The teacher can observe how the students approach the task. The students need to explain how they have learnt the new concept. The teacher can describe and model a more effective procedure for organising and learning the content. Each small group can make use of a padlet to share their own ideas before compiling a report.

Task two:

The teacher can give education students a task on a concept called “experiential learning” and make use of two principles. The students can choose two principles and discuss how they would implement them in their language classroom. Students can listen to any English TV/Radio/Podcast that is related to their interests once a week and give them in class time to discuss what they heard.

References:

Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18, 88-100.

Corno, L., & Rohrkemper, M. (1985). The intrinsic motivation to learn in classrooms. In C. Ames & R. Ames (Eds.), Research on motivation: Vol. 2. The classroom milieu (pp. 53-90). New York: Academic Press.

Matzat, U. & Vrieling, E.M. 2015. Self-regulated learning and social media - a ‘natural alliance’? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship. Learning media and technology.

Pintrich, P.R. & De Groot, E.V. 1990. Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of educational psychology, 82(1):33-40.

Self-regulation learning https://youtu.be/3OQsT7w6MBM