Self-Regulated Learning: A Series of Six Forms to change title?
Pre-Conference Institute: Explicit Instruction for Managing Learning Strategies
TESOL 2008, New York, New York
Lesley Riley, University of Toyama, Japan. ([email protected])
Kenton Harsch, University of Hawai`i at Manoa ([email protected])
Some Constraints…Possible reasons for a lack of uptake of the Forms:
● Constrained by existing syllabus/schedule● Lack of authority regarding materials or curricular
decisions● Time commitment (classroom time, teacher’s outside-
class time)● Number of Forms overwhelming – too many, too
ambitious.● Forms geared to too high a level of student proficiency,
autonomy● The Forms are designed to supplement rather than
replace course content ● Obstacles related to motivating the whole class to
manage their own learning● Connection between the purpose of the Forms and
individual programs
Or…they haven’t heard about them!!!Or…they haven’t heard about them!!!
Ironies
• Issue of ‘independence”. Complexity of what SRL involves often makes it difficult and challenging for learners to be independent
• Perhaps some learners regard the process as what the teacher has asked them to do.
• Learners may be self-regulated in other learning environments but not language learning
• Teaches reinforce the value of SRL Forms but haven’t yet been able to use them!
To think about…
In your teaching or research situation, which Forms could you incorporate/use?? or adapt, and how?