Self Regulated Learning and Its Role in Tutoring

Self Regulated Learning and its Role in

Tutoring

8/31/2005

Tutoring Institute 2006 1

We can each introduce ourselves and talk about how we use this theory. I

might talk about my work with study skills students.

Both


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Student Learning Results from More than Just their Intelligence Learning Styles

A particular way in which the mind receives and processes information.

• Winston Churchill failed 6th grade

• Abraham Lincoln demoted in military

• Louis Pasteur poor student in chemistry

• Walt Disney fired for “no good ideas”

These are all people who learned differently.

You may have a particular way that you like to learn.

Different theoretical bases for learning styles

Entwistle and Entwistle (1970) began to study psychological approaches toward academics. They found that introversion led to better study habits, but high motivation to do well would improve performance of extroverts.

Similarly, Entwistle & Wilson, (1977) explored the complicated motivating force of anxiety upon academic performance. They found that strong performance, consistent use of study techniques, and high motivation were predicted by fear of failure except extremely high fear of failure, which led to ineffective studying and poor grades.

Learning Styles Inventory by Barbara Soloman

Active/Reflective

Factual/Theoretical

Visual/Verbal

Linear/Holistic

Multiple Intelligences Theory by Howard Gardner

1. Logical-Mathematical Intelligence

2. Verbal-Linguistic Intelligence

3. Bodily-Kinesthetic Intelligence

4. Visual-Spatial Intelligence

5. Interpersonal Intelligence

6. Intrapersonal Intelligence

7. Musical Intelligence

8. Naturalistic Intelligence

The problem with learning styles is that there is an assumption that a student whose learning style does not match their professor’s style cannot learn in that class.

Raise your hand if you’ve ever passed a class in which the professor’s tutoring style

and your learning style did not match.

There were things that you did to get through that class, and that is called self-regulated learning.


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Learning is a two way street. Self-regulated learning takes into

account the interaction of tutoring with learning.

That isn’t to say that thinking outside of the lecturer box won’t help your students.

tutoring by using only the standard lecturer style promotes

Shallow learning

Learning by rote.

Test anxiety

Reduced memory

tutoring by using multiple approaches can help.

VERBALLY and VISUALLY Stores in different parts of the brain

BY ASKING QUESTIONS Promotes deeper thinking

USING REAL WORLD EXAMPLES Framing helps motivation

CHUNKING Helps students to organize

BY BEING SELECTIVE Helps students focus


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• Self-regulated learning is a model of the process

that a learner goes through to adapt to

instructional demands.

• It goes beyond content and tutor presentation

styles to examine motivation and cognitive

processes.

Expert students (like yourselves) possess a number

of characteristics

A.Motivational self-regulation

B.Cognitive self-regulation - use of leaning strategies.

Laura


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One way to think about self regulated learning is this triangle.

This is a theory that tries to look at these three aspects holisitically

SKILL – What skills does a student need to get through the material you

are tutoring?

WILL – How does the student stay motivated to get those skills?

Self-regulation – How do they regulate motivation and skill building even

when it is hard?

Dr. Jan

One way to think about self regulated

learning is this triangle.

This is a theory that tries to look at

these three aspects holistically

•SKILL – What skills does a student

need to get through the material you

are tutoring?

•WILL – How does the student stay

motivated to get those skills?

•Self-regulation – How do they

regulate motivation and skill building

even when it is hard?


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Think about yourself in that very difficult class you had with

a Tutor who didn’t teach the way you wanted to learn, or a

friend who succeeded in that situation.

What were the things about you that helped you to

succeed?

Self-regulated learners

•Students are motivated and set goals to strive for in their

learning.

•Learners are active in constructing meaning through

learning.

•Learners can monitor, control and regulate certain

aspects of their learning.

Dr. Jan


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How would you describe the learners you have

taught?

What words would you use to describe them?

Self-regulated learners

•Students are motivated and set goals to strive for in

their learning.

•Learners are active in constructing meaning through

learning.

•Learners can monitor, control and regulate certain

aspects of their learning.

Dr. Jan


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How Would You Describe the Strategies

Your Students Use?

Think about yourself in that very difficult class

you had with a Tutor who didn’t teach the way

you wanted to learn, or a friend who

succeeded in that situation.

What were the things that you did to help you

succeed?

Dr. Jan


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Cognitive strategies

Rehearsal

reciting items to be learned

highlighting passively

Elaboration

paraphrasing or summarizing

creating analogies

reorganize and connects ideas

Organization

select the main idea

organizing ideas through mind maps

Meta-cognitive Strategies

Forethought

•Planning

•Prior knowledge

•Knowledge activation

•setting goals for studying

•skimming a text before reading

Monitoring

•Self-assessment

•track attention

•self test

•monitoring understanding

Regulating

•Ways to repair breakdowns in

learning

•monitoring speed and going

back on a test- adjusting to time

available

•Rereading parts of the text that

were not understood

Resource management

•managing and controlling

•time

•study environment

•effort

•and people such as tutors

and peers through help-

seeking activities

How do the strategies you suggested fit

Dr. Jan

into this paradigm from self-regulated learning.


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There are a number of behaviors that a student

can engage in to be self regulated as a learner:

•Putting time and effort into planning.

•Keeping track of how much effort, time, and help they need

•Making choices about whether to increase or decrease the

effort

•Sticking to it

•Regulating how much effort to put forth

•Using self-talk that emphasizes the importance of effort

•Seeking out support

Dr. Jan


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Stop the class and ask:

•What are you thinking about right now?

•Where are you?

This is how our brains work.

•Our attention varies,

•and we monitor that and try to gently bring it back to focus on what we are learning.

Part of this piece is to regulate one’s learning.

Another thing is to keep your motivation up to do that.

Dr. Jan


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If you could rate your students, how

would you rate them on the first scale?

The second scale?

What is the behavior you see that

informs your rating?

What are the strategies they use?

Dr. Jan


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When something that you do isn’t successful,

what do you say to yourself?

What excuses do your students give when they

are not successful?

Causal inference regarding outcomes:

•Internal

•attributions to explain the success.

•"I'm smart or capable",

•"I work hard at it“

•attributions when faced with failure

•"I should have tried harder."

•External

•success condition

•"the task was easy“

•"I got lucky".

•failure condition

•"the task was too hard"

•"I got unlucky".

Implications for tutoring:

•Create an environment where success is seen as a

process and success being the process of learning.

•Try to avoid competition and identifying the

students as stable achievers and failures.

Dr. Jan


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Think about the types of stereotypes that are out there about people academically and ethnically.

What are the stereotypes about Asians and math or African Americans and English?

Tell that story about what education might mean to different types of students.

Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence Authors: Aronson J. 1; Fried C.B. 2; Good C. 3

Source: Journal of Experimental Social Psychology, March 2002, vol. 38, no. 2, pp. 113-125(13)

African American college students tend to obtain lower grades than their White counterparts, even when they enter college with equivalent test scores.

Past research suggests that negative stereotypes impugning Black students' intellectual abilities play a role in this underperformance. Awareness of these stereotypes can psychologically threaten African Americans, a phenomenon known as “stereotype threat” (Steele & Aronson, 1995), which can in turn provoke responses that impair both academic performance and psychological engagement with academics.

An experiment was performed to test a method of helping students resist these responses to stereotype threat. Specifically, students in the experimental condition of the experiment were encouraged to see intelligence—the object of the stereotype—as a malleable rather than fixed capacity. This mind-set was predicted to make students' performances less vulnerable to stereotype threat and help them maintain their psychological engagement with academics, both of which could help boost their college grades. Results were consistent with predictions. The African American students (and, to some degree, the White students) encouraged to view intelligence as malleable reported greater enjoyment of the academic process, greater academic engagement, and obtained higher grade point averages than their counterparts in two control groups. ©2001 Elsevier Science (USA).

Dr. Jan


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•Just put this up for a little bit so they can see the larger picture

Just put up


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self-efficacy

• “beliefs about their capabilities to exercise control over their own

level of functioning and over events that affect their lives”

(Bandura, 1993, p. 118).

• This is a judgment of a student about their ability to accomplish

certain goals or tasks in relation to specific situations.

Students’ perceptions (Bandura, 1993; Schunk, 1994) of self-efficacy

influence the

• goals they set

• their commitment to those goals

• Low perceptions of self-efficacy undermine students’

willingness to invest effort in tasks.

• the learning strategies employed

• Students who felt like they could do well were more likely to

use the three cognitive strategies-

• Rehearsal

• Elaboration

• Organization

• They were more likely to be involved in trying to learn the

material.

Dr. Jan


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•Attributions are students’ causal explanations

for success or failure

•Productive attributional beliefs

•support strategic performance

•link outcomes to controllable factors

•such as applying effort or using strategies.

•Unproductive attributional patterns

•reflect low self-perceptions of control over

outcomes (e.g., attributing failure to low

ability; attributing success to luck) and

undermine students’ engagement in active

learning.

•Thus, to promote self-regulated learning, tutors must

assist students to develop positive perceptions of

self-efficacy and productive attributional beliefs.

Dr. Jan


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Goal orientations

Learning

• The learning goal is one where a student values learning

in itself. These students rely on effort to achieve that

goal.This leads to self-regulated behavior.

• They have self-set standards for self-improvement.

Performance

• The performance goal is one where students value

normative ability standards. They avoid effort utilization.

Self regulation is hindered because students monitor goal

progress more complexly, depending on many different

factors such as performance by others and validation of

ability by others.

• Focus is on getting good grades and pleasing others.

• The problem with a performance goal is that it is not

something that a student perceives s/he can change. They

don’t believe they have control over the outcomes.

• You can help your students by

• Encouraging them to focus on the importance of the

learning task, and the process of learning, rather than

Dr. Jan

getting an A on a test.

• Responding to grades as indicators of effort rather than

indicators of worth.


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TutorS AS COACHES

A tutor can facilitate self-regulated learning

by building student perceptions of

•self-efficacy

•positive attributional beliefs

•and a sense of control over outcomes.

Dr. Jan


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What can you do as a Tutor to help students?

•You can help them develop a language of learning.

•The goal of tutors is to support students to engage in the complete cycle of self-regulated activities associated with successful learning.

These activities include:

•analyzing task demands

•selecting, adapting, or even inventing personalized strategies

•implementing and monitoring strategy effectiveness

•self-evaluating performance

•revising goals or strategies adaptively.

Laura


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What Can a Tutor Do to Help a Student?

Therefore, to promote student self-regulation tutors must assist students to engage flexibly and adaptively in a cycle of cognitive activities

Help students construct:

• Learning about learning academic content

• Strategies for analyzing tasks

• Task-specific strategies and skills for implementing strategies

• Self-monitoring strategies and strategic use of feedback.

Tutors can help a student by Strategy Instruction

BUT ALSO by attention to how a student can adapt strategies reflectively and flexibly within recursive

cycles of

task analysis, strategy use, and monitoring

Laura


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Assess the students’ ability to:

Adjust learning activities to reduce gaps between

desired and actual performance.

Monitor outcomes associated with strategy use.

Self-evaluate by comparing progress against task

criteria to generate judgments about how they are

doing.

Interpret externally provided feedback.

Use feedback strategically to diagnose challenges and

problem solve solutions.

Generate judgments about progress and make

decisions that shape further learning activities.

Laura


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self-regulated learners analyze task demands.

When presented with a history report, for example, a self-

regulated learner examines cues to determine what is

required.

Then, the student might review notes from a tutor’s verbal

instructions or scrutinize assignment descriptions to extract

information regarding

the topic,

expected procedures,

required products,

and/or marking criteria.

As part of this process, the student would draw on his or her

prior knowledge about what makes a good “report” (i.e., “meta-

Laura

cognitive knowledge” about the task).


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Self-regulated Learning

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Self Regulated Learning and Its Role in Tutoring

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