Developing self-regulated learning strategies: The teacher’s role

DRAL2/ILA2014 13 June, 2014 Paul Collett and Kristen Sullivan Shimonoseki City University

SRL and the Study Progress Guide

• How learners consciously regulate their cognitive strategies, metacognition, motivation and environment.

• SRL doesn’t happen to learners; it happens by them as they proactively monitor, regulate and control their thoughts, feelings, and behaviours with the objective to accomplish their goals. Peeters, et al (2014)

InitialGoal Setting

Final Self-improvement Assessment

Unit-based Can Do

Assessment

Improvement Aims & Goals

Assessment of Outcomes

Self-Reflection (evaluation) Phase

Performance (monitoring)

Phase

Forethought (planning) phase

Why focus on the teacher’s role?

Outline• Framing our study • Survey responses • Our interpretations • Implications?

Classroom as dynamic, emergent systemBarcelos (2003) points out that teacher beliefs, which influence how they approach their teaching, can be influenced in turn by student beliefs about learning—or by the teacher’s interpretations of the student beliefs (cf Sakui & Gaies, 2003).

Influence of Teachers• Student perception of teachers has a direct

influence on learning. • Features of good teaching are recognised by

students, and they respond appropriately. • However, if negativity becomes obvious through

teacher behaviour or attitude, learners also behave negatively, with corresponding outcomes; these cases are especially predominant when the teacher has too little or too much control. (Oxford, 2001)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

Assessment / Grading

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

If they completed it in detail they’d

receive a high grade, if not their grade

would drop for that unit (T1)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

I gave bonus points if they were well

done, and tsk tsked or guilted them

when it was late or not done (T2)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

Utility

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

I tried to remind them that failure to do the SPG-

related work could actually lead to them failing the

class (T5)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

I gave praise to students that did

[the work], and penalised when [they] didn’t (T1)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

UnderstandingFeedback / Support to Students

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

The students who do use them well are the students who study hard, revise well, and score well on the tests

anyway. The weaker students, who I assume are the main

target, just never get a handle on how to use them

effectively — and, sorry to say, don’t even desire to (T3)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

Unless you have uncovered evidence that the SPGs actually help students, perhaps they should be discontinued as the students seem to

resent having to use them (T4)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

UnderstandingUnderstanding

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

I think the main intention is to provide further practice in

using new material introduced in each unit, and to review the

student’s understanding of, and competence in using, that material... I gave more credit

for the amount of writing done in the SPG, not the quality of

the content. (T5)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

To motivate students and to encourage them to review the material for better outcomes...

I wanted a combination of grammar points and new

vocabulary when completing the ‘free writing’ part of each

unit (T6)

Survey Responses

Assessment / Grading Utility

Feedback / Support to Students

Understanding

• Teachers assume the SPG is something students will just “get”… and if they don’t there’s a problem with S’s level of effort.

• Teachers feel the SPG only works for learners who are ready for it; those who are not don’t benefit from it.

• Teachers evaluate their learners in a dichotomous way, as either “good” or “bad” learners.

Our Interpretations

Why does this happen?

• Failure to confirm understanding on our behalf

• Lack of investment

• Lack of knowledge about SRL

• Teachers don't see SRL as an ability that can be developed

• Teachers don't see SRL development as one of their roles as a teacher

Our Interpretations

Why does this happen?

• Failure to confirm understanding on our behalf

• Lack of investment

• Lack of knowledge about SRL

• Teachers don't see SRL as an ability that can be developed

• Teachers don't see SRL development as one of their roles as a teacher

Our Interpretations

…BUT!

• As SPG is “homework” instructor’s role is just to evaluate it

• What is the nature of feedback on SRL work if it is only conducted outside the classroom as an assessable homework activity?

• Overly focusing on the SPG evaluation: Teacher actions/mediation may encourage students to develop strategies not for learning, but rather to pass the evaluation for the course

Implications?

Developing self-regulated learning strategies: The teacher’s role

DRAL2/ILA2014 13 June, 2014 Paul Collett and Kristen Sullivan Shimonoseki City University