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What are the characteristics of these children?

• curious

• interested

• adventurous

• courageous

• good skills

• good learners?

• self-motivated

• self-managed

• self-directed

• self-regulated

• autonomous

• independent

• lifelong learners?

Are the children in your school like this?

• Why do you think it is that the longer children

stay in school

- the less curious they become?

- the less questions they ask?

What we know is…..

- what we can personally verify by experience

…everything else is belief

The most motivating learning .....

..... is always self-regulated

SRL – self-regulated learning

“Teaching is the canny art of

intellectual temptation”

- Jerome Bruner

“Great teaching involves putting children

into difficult situations out of which they

can only get by thinking”

– John Heron

The self-regulated learner

1) Believes that learning is possible for them

2) Has the skills necessary to learn effectively

3) Learns by experience, from and with other students, at their own pace, following their own leads, in a well scaffolded environment where they feel safe to make mistakes

In an SRL Classroom what would children need to be able to do?

• They would need to have all the skills of Self-Regulated Learning – they would need excellent learning skills

Including the skills of how to .....

• set learning goals

• plan out their study

• ask good questions

• generate motivation and perseverance

• process information effectively – sift, sort, compare, verify, try out different ways to learn

• work to deadlines

• reflect on their achievement – both process and content

• make changes to their learning processes where necessary

These are all skills – learning skills

• Do your students have all these skills?

They know how to learn but do they know how to study?

• 73% of university students report difficulties preparing

for an exam

• most tertiary students have been found to have weak or

ineffective strategies for processing information both in

the classroom and in their own study

• when making notes from lectures or from text most

students miss 60 - 70% of the key points

- good note making is positively correlated with

academic achievement

- material omitted from notes has only a 5 - 15%

chance of being recalled

Even when they have good notes many students still have

great difficulty organising the information they have

collected.

• 52% admit that their notes are disorganised

• 61% report having trouble sequencing the ideas to make

coherent sense

Even given well organised, well structured notes with

summaries provided:

• two thirds of students at the secondary level study for

tests purely by rereading their notes

• more than half of them do that reading the day before

the test or exam

• around 12% of students do nothing more than recopy

their notes verbatim

• 50% use passive repetition of key points as their single

study technique.

The direct teaching of learning skills is still an uncommon topic in most school programmes

• Only 20% of teachers believe that teaching students how

to learn is a priority

• Only 17% of students report that teachers actively help

them learn or improve their ‘study skills’

Learning Skills

Are a combination of

• cognitive

• metacognitive and

• affective

processes, skills, techniques and strategies

Cognitive skills - active information processing and retrieval strategies – ‘study skills’

• Organising, transforming and summarising information

• Using structural writing planners

• Timetabling and time management

• Note making – in class and for studying

• Memory techniques

• Idea generation, metaphorical thinking

• Questioning

• Calibrating own learning preferences

Affective skills - enabling the student to gain some control over mood, motivation and attitude

• Persistence and perseverance

• Focus and concentration, overcoming distractions

• Self-motivation

• Mindfulness

• Reducing anxiety

• Delaying gratification

• Managing impulsiveness and anger

• Developing resilience

Metacognitive skills – monitoring the deployment of

cognitive and affective skills

• Reflecting on the success of processes used, skills

practiced and the understanding and retention of

content

• Being prepared to change ineffective strategies,

learn new skills

Learning Skills – in the UK

• 2007 DfE research - Learning Skills And the Development

of Learning Capability concluded:

“The results suggest that the development of learning skills

and capabilities should be embedded in the curriculum,

as well as being taught explicitly to pupils.”

2008 QCA - “A Framework of personal, learning and thinking

skills that are essential to success in learning, life and work”:

• Independent inquirers

• Creative thinkers

• Reflective learners

• Team workers

• Self-managers

• Effective participators

2011 - QCA is disbanded and its functions absorbed by DfE

Learning Skills - in the USA

EIC - Elementary Integrated Curriculum Framework – core curriculum adopted by 47 states (2011)

Academic Success Skills: •Collaboration •Effort/Motivation/Persistence •Intellectual Risk Taking •Metacognition

Creative Thinking Skills: •Elaboration •Flexibility •Fluency •Originality

Critical Thinking Skills: •Analysis •Evaluation •Synthesis

NZ Curriculum – Five Key Competencies

• Thinking

• Using language, symbols and text

• Managing self

• Relating to others

• Participating and contributing

Poland Belgium Italy Korea Singapore Mexico The Slovak Republic Spain and Turkey - have all developed curricula of essential learning skills for students

Learning Skills - in the IB The Learner Profile – all IB learners strive to be:

•Inquirers

•Knowledgeable

•Thinkers

•Communicators

•Principled

•Open-minded

•Caring

•Risk-takers

•Balanced

•Reflective

Approaches To Learning - 7 Learning Skill clusters (potential)

• Communication &

Collaboration

• Self Management

• Information & Media

Literacies

• Critical Thinking

• Creativity & Innovation

• Reflection

• Transfer

Some facts:

• 6 billion cell phones in the world

• 85% of new phones are web enabled

• 2 billion broadband subscriptions

• 255 million websites

• 150 million blogs

• 8 trillion text messages sent in 2011

• 107 trillion emails – 89% of which were spam

• Youtube – 48 hours uploaded every minute

– 3 billion videos viewed every day

A revolution in teaching and learning is now possible due to:

• A focus on the teaching of ATL skills in the new MYP

• The proliferation of high quality school subject based

websites

• The ubiquity of internet accessible devices

• The availability of high speed broadband

• The high level of comfort your students all have with

the digital world

What if .....

• every piece of subject matter was available to your students on the internet, and

• they all had access to internet linked tablets, and

• they all had access to high speed broadband all day....

What could teaching look like then?

The DSRL-POSBGIL Revolution

POSBGIL

Developing Self-Regulated Learners through

Process Oriented

Skills Based

Guided Inquiry

Learning

In an SRL classroom teachers...

• Teach learning skills not content

• Pose questions, outline problems, set challenges,

give clear measurable objectives

• Put students into small groups

• Enable them to connect to the best subject based

internet resources

• Facilitate their journey

SRL Exercise 1 1) Divide into subject groups

2) Form intra-subject groups of 3 people per group with one internet connected device per group

3) Connect to www.taolearn.com/students.php

4) Find a link to a website in your subject that none of you are familiar with

5) Evaluate that site for:

• structure – how is the information presented?

• breadth – what range of topics are presented?

• depth – what levels of schooling are covered?

6) Move on to another site

7) Evaluate 3 new sites

But of course:

• Students differ in the degree of self-regulation

they have the skills for

• Teachers differ in the degree of self-regulation

they allow in the classroom

Regulatory styles of Students

• High self-regulation skills

- student manages all aspects of own learning

- student thinking at a maximum, teacher involvement at a minimum

• Intermediate self-regulation skills

- student manages much of own learning, asks the teacher questions, gets help occasionally

- students thinking engaged, teacher as guide and support

• Low self-regulation skills

- student totally passive, needs to be ‘taught’ everything, have all questions answered, helped through every step of learning

- student thinking at a minimum, teacher totally involved in all phases of student learning

Regulatory styles of Teachers

• Strong teacher regulation

- teacher controls all information, answers all questions

- student thinking at a minimum, teacher as mental crutch

• Shared regulation

- teacher provides skills training, problem statements, concepts

- students actively engage in finding information, solving problems

- students thinking engaged, teacher as guide and support

• Loose teacher regulation

- teacher’s only functions are supplying the learning objectives and assessing their achievement

- student thinking at a maximum, teacher engagement at a minimum

De

gre

e o

f St

ud

en

t Se

lf-r

egu

lati

on

Degree of Teacher Regulation of Learning

Strong

Shared

Loose

High Destructive friction

Constructive friction

Congruence

Intermediate Destructive friction

Congruence Constructive friction

Low Congruence Constructive friction

Destructive Friction

Shared Style - with provision

1) Assess for ability to self-regulate learning

2) Allow for 3 levels of self-regulation in every class

3) Groups of 3-4 with one computer + high speed internet

4) Work directly with the low SRL students teaching them

the appropriate learning skills

5) Help the intermediate SRL students where required

6) Allow the high self-regulated learners to work

independently

7) Pose problems, set challenges, give measurable

objectives, help them to ask the right questions

Must have provision for the highly self-regulated learner at all levels – for all students to aspire to

• What percentage of your lessons are available to students

as well structured and supported, fully independent

learning experiences?

• Are you aware of all the websites that have resources for

your subject?

Take a look at: www.taolearn.com/resources.php

www.marktreadwell.com/Digital_Resources

www.marktreadwell.com/Image_Libraries

BLOOM’S REVISED TAXONOMY

Creating Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action

Checking, hypothesising, critiquing, experimenting, judging

Analysing Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, interrogating, finding

Applying Using information in another familiar situation Implementing, carrying out, using, executing

Understanding

Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining

Remembering

Recalling information Recognising, listing, describing, retrieving, naming, finding

Key Skill of the self-regulated learner

Has developed meta-cognitive awareness

• is aware that there are many different ways to process

information and learn

• treats any failure to understand as a failure of process

not a failure of the individual

• is prepared to try different ways until s/he can

understand

• has access to resources

• learns cooperatively and collaboratively

Student Self Regulation

high low

Self initiated

task statements

22 per hour 11 per hour

Questions asked

by students

questioning peers

half the time

mostly asking the

teacher

Task directed

statements

from teacher

2

- encouraging the

child’s own thinking

and planning

17

- doing the thinking

and planning for

the child

Using Think-Alouds

Student – must keep talking: “I see ......” “I imagine ....” “I think .......” “I feel ........” “I know ......” “I am trying to ........” Teacher – must focus on the process not the solution: - listening for learning and thinking strategies - asking process focused questions - what are your assumptions? - what are you thinking? - how are you feeling? - what could you try to get past this block? - not providing answers

Logic Puzzle

• You have 12 cannon balls, all the same weight except one. You know one is a different weight but you don’t know if it is heavier or lighter than the rest. You have a balance big enough to hold all the cannon balls if necessary.

Your task is to find the odd-ball by using the balance a maximum of 4 times.

If the aim is to develop lifelong learners this can now be achieved by:

• Focusing on teaching ATL skills rather than subject

content

• Allowing students to find the required subject content

themselves using good quality internet resources

• Enabling self-regulated learning to occur in the classroom

• Using self-assessment of content, process and ATL skill

competency to develop full metacognitive awareness

Developing Full Metacognitive Awareness

Self-assessment by reflection on today’s lessons:

Content – understanding of subject matter

- what don’t I understand yet?

- what questions do I have?

ATL Skills – progress towards mastery

- what skills have I practiced today

- how competent do I now feel in each skill

Strategies – effectiveness of learning/teaching strategies

- what strategies have I used or been exposed to today?

- how effective was each one for me?

Framework of Skills Development

Level 1

Novice

- observation

Level 2

Learner

- emulation

Level 3

Practitioner

- demonstration

Level 4

Expert

- self-regulation

Observes others performing tasks and using the skill High levels of scaffolding from teacher needed

Copies others performance of the skill Medium level of scaffolding needed

Can demonstrate the skill on demand Minimal teacher scaffolding required

Can perform the skill without thinking Can teach others the skill No teacher scaffolding required

1999 Netherlands Project - Implementation

Nationwide innovation in secondary education aimed

at developing self-regulated learners:

1) Students becoming ‘owners’ of the learning process

2) Learning as the active construction of knowledge

3) Students learning in collaboration with other

students

Sounds just like the IB doesn’t it?

2010 Netherlands Project - Review

Conclusions:

1) Teachers found it very difficult to stop

teaching

2) Good PD not available to support teachers in

developing self-regulated learners

3) ‘Transmission teaching’ was still the norm

To Develop Self-Regulated Learners

• Teachers must learn how to stop teaching and

allow learning to take place

• Only by being allowed to practice the skills of

self-regulated learning will students become

self-regulated learners.

Three Key Strands of PD for SRL

Teach the teachers:

• how to teach ATL Skills within the context of their

subject based lessons

• how to turn the classroom experience into guided

inquiry learning

• how to help students to self-assess their content,

skills and strategy use through reflection