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Description:
Self-regulated learning refers to one’s ability to understand and control one’s learning environment. Self-regulation abilities include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996). Self-regulation should not be confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills (Zimmerman, Bonnor, & Kovach, 2002) and habits through a developmental process (Butler, 1995, 1998, 2002) that emerges from guided practice and feedback (Paris & Paris, 2001).
Specifically, self-regulated learning consists of three components: self-management strategies, goal-setting, and self-monitoring.
Why is this important?
Our goal of education is to create life-long learners. Early encouragement of self-regulation behaviors helps students to become more productive and successful later in life. With a focused effort by parents and teachers we can help students see a purpose or believe they have the skills to be successful, to trust themselves, and to set realistic expectations for themselves. Spending a small amount of time regularly during academic content (it is important also to show students how the strategy can be adapted for use with other content) on self-regulating behaviors can go a long way for helping them be both successful with challenging tasks and assessments.
Tips/Suggestions:
Self-Management Strategies: If students aren't challenged early enough in elementary school and throughout their school career they won't have the opportunities to develop self-management skills. Often times educators try to teach study skills when the high ability student doesn't need it; this in turn is frustrating for the student and the teacher. Self-management skills are more likely to become internalized when the student needs these skills to solve a problem.
Goal-Setting
Goal-Setting
- Encourage students to pursue excellence, not perfection. For younger students, model acceptance of mistakes (i.e. "I guess I'll try harder next time" or "I did my best"). We should not except high ability students to make 100% on everything they do. Continue to praise their efforts and learning over their high ability identification.
- Teachers encourage students to read biographies of famous people who have failed, recovered, and surpassed expectations: Abraham Lincoln, Michael Jordan, Albert Einstein, Walt Disney, Oprah Winfrey, etc...
- Advise students to develop the mindset that their schoolwork tasks are doable; if students are unsure where to begin a project/assignment, have them visualize what the final project/product looks like. By beginning with the end in mind, students can establish small, short-term goals to lead to a final product.
- Help students set realistic expectations. Students need to learn how to set goals that are challenging enough but not so "pie in the sky" that they become unattainable.
Self-Monitoring: This includes being able to monitor your distractibility, delaying gratification, and being aware of activity avoidance.
Self-Monitoring: This includes being able to monitor your distractibility, delaying gratification, and being aware of activity avoidance.
- "Grandma's Rule" - Use a more preferred activity to be used as a reward for a less preferred activity. For example, if a student likes to play on their computer but does not enjoy writing, use this as a reward, "As soon as you finish your writing, you can play on your computer." Often times, this "rule" can be reversed and then becomes ineffective. Teach students how to do this.
- For students with performance-avoidance, teachers should provide detailed instructions and a rubric whenever possible. Divide larger tasks into smaller, more manageable pieces and recognize their performance along the way. Preferential seating also seems to help.
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