The task consists on reading three different articles related to Self-Regulated Learning. After reading, we were asked to prepare a plan for our task and make an One Ice for every each article. Here it is:
PLANNING
1.- Describe your SOLO phase task
Start reading the articles, making notes while I’m reading them. Start the task and doing it with my notes and re-reading the articles to get a better idea. Take conclusions that are going to be useful for my future.
2.- What topics and concepts are related to your task?
Self-Regulated Learning, Co-Regulated and Socially Shared Regulation and Self-Efficacy.
3.- Set a goal for this period.
Get to know better about the SRL concept, assimilate it and being able to talk about this subject with more confidence. Finish my task on time without stress.
4.- How confident you are that you will achieve your goal?
I’m very motivated with the topic, ready for learning new material.
Self-Regulation in the Classroom: A perspective on Assessment and Intervention
Monique Boekaerts & Lyn Corno
Concepts:
Top-Down Self-Regulation: it’s called to the motivation that comes from your personal interest, values, expected satisfaction and rewards. (Boekaerts & Corno, 2005)
Bottom-Up Self-Regulation: it occurs when the environment affects your motivation. When the feedback from your task is relevant and help to establish work orientation and generate changes in your work style. (Boekaerts & Corno, 2005)
One Ice
Idea level: important ideas or thoughts
-The resources that you use for your motivation to activate your SRL: the classroom, environment, your personal interest…
– Different strategies and instruments to assess SRL
– Cognitive-Behavioral interventions: for an specific target (students with emotional and behavioral disabilities) and strategies for them to perform better.
-“When motivation is transformed into a firm intention or action”
-“How, when and where to use various cognitive strategies” Metacognition.
Connection/Elaboration level:
Relating motivation with self-regulation and with the “Top-down” term from this article; I am wondering about an opposite situation: a person with a lack of motivation that should improve her or his skills on his or her own for the circumstances (without any kind of guidance or adult/teacher/peer who could help him or her). If that person is not aware of his or her self-regulated or metacognitive skills, then, somehow, the “Bottom-Up” might cause an influence from the environment since it is not possible for him or her to develop it on his or her own.
Key concepts: Self-Regulated Learning, Classroom environment, Motivation and personal interest.
A Social Cognitive View of Self-Regulated Academic Learning
Barry J. Zimmerman
Concepts:
Self-Regulated Learning: a student who is metacognitively, motivationally, and behaviorally active participants in their own learning process.
Self-Efficacy: the ability of one’s capabilities to organize and implement actions for an specific task.
Social Cognitive Theory: is derived from constructing meaning and knowledge from social influences.
One Ice
Idea level:
“Self-Regulated Learning is not determined merely by personal processes, these are influenced by environmental and behavioral events in reciprocal fashion”
“Behavior is, therefore, a product of both self-regulated and external sources of influence”
“An adult model’s performance and verbal persuasion can also change an individual’s self-efficacy estimates”
“General goals don’t improve in motivation or learning skills”
Connection level:
Reading, learning about SRL and structuring my previous concepts made me be more aware of how is the concept of learning. Look to many sides and not just one. SRL is based on three main points, your personal thoughts, your behavior and the influence from the environment, and all of them are connected with each other reciprocally.
One of the most fascinating terms is the environmental influence. Modeling and verbal persuasion provoque an impact on self-regulation ability of a student and a particular emphasis in social cognitive formulations.
Key Words: Self-efficacy, environmental influences, behavioral influences, strategies.
Elaboration level:
An active teacher who use different strategies for her teaching method will success more if she or he will give an importance of the power of modeling and verbal persuasion during her or his teaching time.
Self-Regulated, Co-Regulated and Socially Shared Regulation of Learning
Allyson Fiona Hadwin, Sanna Järvelä & Mariel Miller
Concepts:
Co-Regulated Learning: emergent interaction mediating regulatory work. Regulatory expertise is distributed among people and activity systems. (Hadwin et al, 2011)
Shared Regulation of Learning: interdependent or collectively shared regulatory processes orchestrated in the service of a shared outcome. (Hadwin et al, 2011)
One Ice
Idea level:
“The goal is a transition toward self regulation or coordination of independent SR amongst group members”
“Social context environment play a reciprocal role in SRL and SRL is embedded in social context and influence”
Connection/Elaboration level:
The importance of Co-Regulated Learning and Socially Shared Regulation of Learning as part of the learning process, the social environment and guidance from teachers are related to each other. During collaborative learning this concept of learning appeared frequently. For example in our jigsaw tasks, unintentionally we used the co-regulation and shared-regulation (in my personal group), through collaborative and cooperative tasks between the members of the group, exchanging ideas, helping and supporting each other with conversations, dialogs, interruptions and being aware of the group process.
Key Words: co-regulated Learning, Socially Shared Regulation of Learning, jigsaw, collaboration, cooperation.
REFLECTION
1.- Recall your SOLO phase planning. How well did you succeed? Why?
Honestly, I’m not really satisfied with my task because I needed time to re-read and think about the new terms and understand them as I planned before. It was a lot of material for a short time that I couldn’t manage properly.
2.- Describe one challenge that you had during your task performance.
First I realized that I’m too slow at reading. Later I noticed that I didn’t plan really good because I was running out of time, therefore, I couldn’t do in details what I planned beforehand.
3.- How did you manage with the challenge you faced? What would you do differently next time?
At the end of the task, I was faster than at the beginning, as a result of improving my reading skills by practicing.
Unquestionably, I will improve my planning task for next time. I will set small goals for each reading, taking notes (I realized that are really important for the next steps) and being aware of what you’re reading, understanding the terms.
Mavi Parody 
You have done all the tasks what we asked you to do. Especially from the reflection part it was nice to see how you found ways what you can do differently during next time so that you can reach your goals in better way. In concept definitions you could be more specific. Keep the focus in the main idea of the concepts.
You had nice ideas in your ICE-notes. Next time when you are doing ICE-notes concentrate more following things: 1) Describe shortly only ONE main idea you got. 2) Think which concepts are related to this and how. 3) After that describe how these concepts can be seen in real-life situations. Give concreate example and try to also think how these theories and concepts can be seen in practice, you can also think are the things that clear in practice than they are presented in theories, if not tell why(you have permission to be critical 🙂 ). So basically we want you to elaborate more your own thoughts 🙂 I can see that you had lots of different ideas just take those to the next level during second task 🙂
Thank you very much for your feedback 🙂 I will do my best for the next time with your advices.