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Self regulated learning

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Noor Eleman
Noor Eleman

a self directive process learners use to transform their intrinsic mental abilities into academic skills

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SELF-REGULATED LEARNING BY B A S M A E L S AY E D A B D U L FAT TA H
CONTENT Definition of self-regulated learning Characteristics & Importance of SRL Phases of SRL Implications of SRL
DEFINITION OF SELF REGULATION Barry Zimmerman (2002) defines it as the process we use to activate and sustain our thoughts, behaviors, and emotions in order to reach our goals. Students can actively activate their cognition, motivation, & behavior.
WHAT IS SELF REGULATION? Not a mental ability, like intelligence Not an academic skill Its a self-directive process that learners can use to transform their intrinsic mental abilities into academic skills.
THREE DIMENSIONS TO SELF-REGULATED LEARNING Observable Behavior Motivation and Affect Cognition or Cognitive Strategies
TO BE CONT., SRL of Behavior Time, Study Environment, People, Resources SRL of Motivation & Affect Controlling motivation beliefs and anxieties SRL of Cognitive Strategies Rehearsal Strategies Elaboration Strategies Organization Strategies
SR OF BEHAVIOR IS ACTIVE CONTROL OF RESOURCES INCLUDING: Time Time management; When you study; Distributed Practice Study Environment Where; Temp, light, noise Peer Who & When: alone, pairs, groups Faculty Class questions, Office hours, E-Mail Textbook Reading, studying, SQ4R Notes Note taking skills, classroom attention, organization
SR AFFECT &MOTIVATION Will is our motivational orientation Goals Values Expectancies Skill is our use of the appropriate resources. Resource management Cognitive Strategies Reflection strategies
SELF MONITORING & ATTRIBUTIONS Self-monitoring reveals & elicits beneficial attributional pattern in success & failure: Success If your success is due to effort & strategies Increased self-efficacy & positive affect Failure If your failure is due to lack of effort or poor strategies Increases the chances for change Self-monitoring should begin to help you control your affect and motivation
Comparing Learning Strategies: Rehearsal vs. Elaboration vs. Organization
WHY SELF REGULATION? Helps all types of learners: adults, college students, youth learners, disabled, elementary students Self-regulated learners are more likely to succeed academically and view their futures optimistically. Learner-centered approach to teaching. Is important in the development of lifelong learning skills.
PHASES OF SR
SELF REGULATION PROCESSES
HOW DO YOU DO IT?
CONCLUSION The key is to know yourself and keep your emotions in check. The best way to do that is to plan far in advance and use Distributed Practice. If you dont have the will, you wont use the skill.

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Self regulated learning

  • 1. SELF-REGULATED LEARNING BY B A S M A E L S AY E D A B D U L FAT TA H
  • 2. CONTENT Definition of self-regulated learning Characteristics & Importance of SRL Phases of SRL Implications of SRL
  • 3. DEFINITION OF SELF REGULATION Barry Zimmerman (2002) defines it as the process we use to activate and sustain our thoughts, behaviors, and emotions in order to reach our goals. Students can actively activate their cognition, motivation, & behavior.
  • 4. WHAT IS SELF REGULATION? Not a mental ability, like intelligence Not an academic skill Its a self-directive process that learners can use to transform their intrinsic mental abilities into academic skills.
  • 5. THREE DIMENSIONS TO SELF-REGULATED LEARNING Observable Behavior Motivation and Affect Cognition or Cognitive Strategies
  • 6. TO BE CONT., SRL of Behavior Time, Study Environment, People, Resources SRL of Motivation & Affect Controlling motivation beliefs and anxieties SRL of Cognitive Strategies Rehearsal Strategies Elaboration Strategies Organization Strategies
  • 7. SR OF BEHAVIOR IS ACTIVE CONTROL OF RESOURCES INCLUDING: Time Time management; When you study; Distributed Practice Study Environment Where; Temp, light, noise Peer Who & When: alone, pairs, groups Faculty Class questions, Office hours, E-Mail Textbook Reading, studying, SQ4R Notes Note taking skills, classroom attention, organization
  • 8. SR AFFECT &MOTIVATION Will is our motivational orientation Goals Values Expectancies Skill is our use of the appropriate resources. Resource management Cognitive Strategies Reflection strategies
  • 9. SELF MONITORING & ATTRIBUTIONS Self-monitoring reveals & elicits beneficial attributional pattern in success & failure: Success If your success is due to effort & strategies Increased self-efficacy & positive affect Failure If your failure is due to lack of effort or poor strategies Increases the chances for change Self-monitoring should begin to help you control your affect and motivation
  • 10. Comparing Learning Strategies: Rehearsal vs. Elaboration vs. Organization
  • 11. WHY SELF REGULATION? Helps all types of learners: adults, college students, youth learners, disabled, elementary students Self-regulated learners are more likely to succeed academically and view their futures optimistically. Learner-centered approach to teaching. Is important in the development of lifelong learning skills.
  • 14. HOW DO YOU DO IT?
  • 15. CONCLUSION The key is to know yourself and keep your emotions in check. The best way to do that is to plan far in advance and use Distributed Practice. If you dont have the will, you wont use the skill.