PLANNING

1.- Describe your SOLO phase task

I read the articles, highlighted and making notes and categorizing different concepts with different colors while I was reading.

2.- What topics and concepts are related to your task?

Self-Regulated Learning, Measurement of SRL, Models of SRL, Situative perspective of SRL and  SRL in classrooms.

3.- Set a goal for this period.

Reduce the stress during the process and understand the concepts.

4.- How confident you are that you will achieve your goal?

I’m not super confident because I know myself and it’s difficult for me to reduce the stress in this kind of task and more with more material.

Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

Boekaerts & Corno, 2005

Concepts

Metacognition: is «cognition about cognition», «thinking about thinking», or «knowing about knowing». The stem of the word «meta», means beyond. (Metcalfe, J., & Shimamura, A. P. (1994) Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning.

Self-Regulated Learning: Self-regulated learning is an effective tool when you want to stay motivated during your learning process to achieve your goals, but to make it work requires some skills and effort.Defining motivation and how people get motivated and why is very complicated, but if we have a look where the word itself comes, it means moving, so we can make assumption that motivation is something active rather than passive (Pintrich & De Groot, 1990).

Ice note

Idea level: Learning is not a lineal process. Boakearts’ SR model distinguished two parallel processes for the purposeful direction of action.

Connection level: Boekearts’ model of SR emphasize two different kinds of achievement during the process of learning: achieve and grow goals that will make improve their resources and knowledge, cognitive and social skills and keep the emotional-well being avoiding harm and secure resources. Students should find the balance between this two approaches in SR.

Elaboration level: the role of a SRL music student, according to Boekaerts, is to keep the balance between the student’s studies, setting his/her own goals for a short time and long time period and trying to achieve the biggest amount of possible knowledge. Usually, in a traditional way of thinking about a learner would be enough, but for a better success, the student should develop her/his social and cognitive skills like in an orchestra, being able to talk, share ideas and give and receive feedback from other students or the conductor. Also, it will be very important during his/her learning process the fact of being aware about his/her well being and be able to express when something is not going good with him/her, for example, when there are some external factors that impede him/her keep the concentration in the studies. All these characteristics make a student being well self-regulated in her/his learning process and it’s not a lineal process, there are many factors that affect the learning process and the student should be able to recognize.

Understanding Regulated Learning in Situative and Contextual Frameworks

Hanna Järvenoka, Sanna Järvelä & Jonna Malmberg, 2015

Concepts

Situative perspective of SR: regulation of learning is both individual and group process that many times take place in social learning situations. The purpose is to look for an independence and equal balance between the two processes and the capacity and ability to explain regulated learning in these processes can be increased. The actions to regulate these processes can be behavioral or mental. (Järvenokä et al, 2015)

Sociocultural perspective of SR: Self-regulation is not a linear or lonely process in the mind of a learner. Socialize is part of it and it’s something natural in a learner that internalize and become an individual process like in coregulated situations. (Järvenokä et al, 2015)

Ice note

Idea level: How individuals use cognitive skills, will and self-control when learning. Sociocognitive perspective.

Connection level: During a learning process, as we saw before, it can’t be lineal or individual in its totality. The learner will improve his/her capacity to improve his/her cognitive skills, will and self control learning but it will be shaped by the environmental conditions. External aspects as social environment or social factors will affect the process of regulation in a learner.

Elaboration level: as a learner, if you center your attention just in the knowledge part of your process of learning, there is going to be a lack of critical thinking. Social environment will make a student being more aware of his/her mistakes and consequently, being able to improve its skills. For example, if you learn how to play an instrument on your own, you might learn wrong positions, that will make not being as efficacy as you could be with a right position. Sharing your knowledge about that instrument and technique with other musicians or learners will make you compare and analyse more what you’re doing, the way you’re doing and how it could be better.

Measuring Self-Regulated Learning

Philip H. Winne & Nancy E. Perry, 2000

Concepts

SRL as an aptitude: is used when a student is monitoring and is concerned about a rehearsal tactic that the learner is using. It describes a relatively enduring attribute of a person that predicts future behavior.  Also it can be seen when a student will or will not, can or can’t do a task in terms of cognitive aspects of SRL. Monitoring a student in different situations (events) generates a conclution (aptitude).

The most common ways to measure SRL as an aptitude is through questionnaires and structured interviews. (Winne & Perry, 2000)

SRL as an event: an event is marked between a previous one and a future one during the timeline of life. It can be measured in three different kinds of levels: occurrence, contingency and patterned contingency. (Winne & Perry, 2000)

Ice note

Idea level: Student’s responses in statistical conclusions.

Connection level: those responses could be connected with metacognitive skills of the student. How a student is aware in a research data-collection/situation and for environmental factors is giving a wrong answer or false, creating an unexpected sample in the research and uncertain validity.

Elaboration level: One of the most complicated challenges for a researcher is to cope with this challenge. When the researcher is collecting the data for other persons and they have to answer a questionnaire or behave in a certain way, they might be cheating consciously or unconsciously, for external factors or the own regulation of metacogntive skills and emotions. But a future research should be aware of this challenge and trying to formulate good questions or scenarios for the data-collection.

How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes.

Charlotte Dignath, Gerhard Buettner, Hans-Peter Langfeldt, 2008

Concepts

Models of SRL: these models emphasize the impact of motivational and volitional components of learning, implement more motivation-oriented definitions and use interactions of cognitive,metacognitive and motivational processes during the learning activity. (Dignath et all, 2008)

SRL in classrooms: the way that Dignath et all showed how to implement SRL in classrooms through training programmes is providing students with knowledge and skills in relation with self-regulation processes. Students will improve their self-motivational, behavioral and metacognitive activities in order to control their learning creating new learning environments, with context-related instructions and be able to project SRL skills in other areas.

Ice note

Idea level:  Training programmes should also create learning environments.

Connection level: Again the relevance of the environment during the learning process. How an external situation can affect a learner, how a teacher can produce a situational interest environment in the learner, or the social and cultural perspective during the learning process.

Elaboration level: When a teacher is preparing the lecture, class or activity, that teacher should be able to pay attention of the environment that the activity is going to take place, if we talk just about the area that it’s going to be part, for example with infants, it’s very important to create a safe environment and positive. The teacher can plan how children can decorate the classroom together with different activities like painting or hands and crafts and during the year, they can observe on the walls their learning process with those activities that the teacher created previously.

REFLECTION

1.- Recall your SOLO phase planning. How well did you succeed? Why?

I succeeded in my last SOLO task. I could read the articles without any kind of stress, maybe I had a bit of distraction and I succeeded because this time we had more time and I didn’t feel that all my free time was for this SOLO task.

2.- Describe one challenge that you had during your task performance.

Lack of motivation with 2 articles.

3.- How did you manage with the challenge you faced? What would you do differently next time?

I tried to keep calm and structure the reading in small parts so I won’t get tired or so bored. Next time I will try to do in the same way, maybe during the writing part I should take more time to improve my understandings, concepts and examples.

References

-Boekaerts & Corno, (2005). Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

– Charlotte Dignath, Gerhard Buettner, Hans-Peter Langfeldt, (2008) How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes.

– Hanna Järvenoka, Sanna Järvelä & Jonna Malmberg, (2015).Understanding Regulated Learning in Situative and Contextual Frameworks

-Metcalfe, J., & Shimamura, A. P. (1994). Metacognition: knowing about knowing. Cambridge, MA: MIT Press.

– Philip H. Winne & Nancy E. Perry, (2000).  Measuring Self-Regulated Learning.

-Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.

 

PLANNING

1.- Describe your SOLO phase task

I read the articles, highlighted and making notes and categorizing different concepts with different colors while I was reading.

2.- What topics and concepts are related to your task?

Self-Regulated Learning, Motivation, Task interpretation, Metacognitive knowledge and Learning strategies.

3.- Set a goal for this period.

Improve my organization, reading skills, understand the concept are giving in the articles and explain better my knowledge in the solo task.

4.- How confident you are that you will achieve your goal?

I’m very confident because I see that I’m improving every day more and more my learning skills for this task.

Self-Regulation and Learning Strategies

Claire Ellen Weinstein, Taylor W. Acee, JaeHak Jung

Concepts

Skill: is a combination of hability, knowledge and experience that enables a person to do something well (Richard et al, 2010). In a learning environment it refers to critical knowledge, knowing how to use learning strategies, working habits and other thinking skills. Knowledge and how to apply that knowledge and put them in practice. (Weinstein et al, 2011)

Will: it refers to the motivation and affective components of strategic learning that either contribute to or detract from academic success. As a positive success: setting goals, future time perspective, positive mind-set… and as negative success: high anxiety, self-sabotaging, low self-efficacy and external attributions. (Wienstein et al, 2011)

ICE note
Idea level: The importance of the elaboration of a complex from of learning strategies that enhance the learning process, self-efficacy and deep understanding of the task.

Connection level: having a good and big repertoire of strategies is a characteristic of a good self-efficacy student. A student with this ability might have developed cognitive skills and these should be part of her/his process of learning. The repercussion of this characteristic will make this learner more aware of his/her understanding of the activity and will be able to access to her/his memory structure easily. It will be able to add or modify in some way the material and make it more meaningful and understanding for an effective learning.

Elaboration level: a music student should develop this skill. Music takes many hours of practice and sometimes students might feel monotonous or boring. To regulate this emotion and cope with these feelings, the student should learn a wide range of strategies for her/his studies to make the practicing hour more entertained and dynamic, also the teacher can provide to the student with different methods and activities for his/her study. For example, it is recommendable for an instrument student to play scales frequently, this task is boring and monotonous but it will provide a huge ability and technical skill for the next studies and pieces. Students don’t use to play as much as the teacher ask them to play therefore, the student should find the best way to practice scales in a more dynamic way and that suit more to his/her learning process, for example, looking for different exercises and combine them during the week, find studies that are entertained but focused mainly on scales.

Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning

DEBORAH L. BUTLER  and SYLVIE C. CARTIER

Concepts

Task interpretation: the process that a learner does to regulate her/his duty or assignment and how students confront with an activity using their previous knowledge, perceptions and concepts from other learning experiences. This process involves goal setting, planification, enactment, monitoring and evaluation. (Butler et al, 2004) (Lawanto et al, 2011)

Metacognitive knowledge: it is part of a self-regulated context. It refers when a learner is aware of the information she/he is receiving, how a learner interpret the task and choose the strategies that are more suitable for an effective learning process because it will influence in their academic approaches. This process involves task purpose, task structure and task components. (Butler et al, 2004)

ICE note
Idea level: A learner constructs and represent her/his understanding of the nature of a learning task and is expressed in a schema, that is a conception of the learner’s task.

Connection level: When someone creates his/her own understanding, there are many factors that provokes this schema. First, the environment structure of the learner and the situational interest. It will depend on where is the learner, how is the environment where he/she is learning or studying and external situations that affect to the learner’s interest, motivation or perception of the concept.

Elaboration level: in this example we have a student from a music school who has been studying in the same school with the same instrument teacher for 8 years. If the teacher doesn’t use broad methods and give the same kind of instruction to the student from the same perspective, it might produce a bad effect on the student. The student will use the same kind of strategies or will regulate her/his learning in the same way, therefore, he/she will get a bad quality of her/his knowledge with the instrument. In many cases, it is more recommendable to have different perspective in music studies, art is a broad field and a student should elaborate and improve his/her own personality (in this case with the instrument). Many times, teachers use a modeling strategy, but if they constantly use that, the student will become like the teacher and that is not the aim in a musician, it should promote creativity, originality and own level of expression.

Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning

Daniel L. Dinsmore & Patricia A. Alexander & Sandra M. Loughlin

Concepts

Metacognition: is the ability of monitoring one’s knowledge about his/her own cognition and about when and how to use specific strategies, self regulatory mechanisms (metacognitive control process) in an explicit task or problem solving. It is divided in two parts: knowledge about cognition and regulation of cognition. (Schraw, 1998) (Dinsmore, 2008)

Self-Regulation: is the ability to regulate one’s emotions, behaviors and desires of an external demand (DeLisi, 2014). It also involves self-efficacy ability (Bandura, 1982, 1989) and emphasizes the reciprocal determinism of the environment on the person, mediated through behavior. (Dinsmore, 2008)

ICE note
Idea level: “Environment stimulate individual’s awareness and their regulatory responses” & “emphasizes learner development over learner-environment interactions”

Connection level: this article wasn’t really interesting for me and it wasn’t easy for me to create an example and connect different terms but taking the idea level, we can situate the importance of the environment in the process of learning as a vital part of the student’s learning process. The effect of external influences affect to the self regulated strategies, interest, motivation, future perspective, commitment, the emotion regulation and autonomy of a student.

Elaboration level: in a music school, all the students from 1st year are there for a reason, sometimes because their parents forced them to play an instrument (in most of these cases, the student is not motivated and will resign on the first year or next ones) or for other reasons. Sometimes happen that a kid saw a musician in the street and that started provoking the interest of the kid in music, of she/he has a friend or relative who already plays an instrument and for a reason, the kid wants to play too. Maybe the kid had a very skillful teacher who was very active and conducted the lessons really good and stimulated the kid with her/his lessons. There are many factors that stimulate children’s behavior or thoughts, and most of the cases, it’s from an external environment.

 

REFLECTION

1.- Recall your SOLO phase planning. How well did you succeed? Why?

I think I’ve done much more better that in my solo task 1 and 2. I’ve learned a lot from my mistakes, now I can regulate my readings and I can organize my time much better. Because I had more time (for my organization) I was able to center more in the task this time and I’m more satisfied with the result.

2.- Describe one challenge that you had during your task performance.

The last article “Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning” was a bit difficult for me during the ICE note.

3.- How did you manage with the challenge you faced? What would you do differently next time?

I focused on the task and the purpose of it, I use my notes and the highlighted text to help me. I looked for the concrete solution of the task and regulate my “panic” for the low interest on the article. At the end I could finish the task satisfactorily.

References

-Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.

-Bandura, A. (1989). Perceived self-efficacy in the exercise of control over AIDS infection. In V. Mays, G. Albee, & S. Schneider (Eds.), Primary prevention of AIDS: Psychological approaches (pp. 128–141).Thousand Oaks, CA: Sage.

-Butler Devora & Cartier Sylvier (2004) “Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning”

-DeLisi Matt (2014)  «Chapter 10: Low Self-Control Is a Brain-Based Disorder».

-Dinsmore Daniel L. & Patricia A. Alexander & Sandra M. Loughlin (2008) “Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning”

-Lawanto Oenardi, Goodridge H. and B. Santoso H. (2011) “Task interpretation and self-regulating strategies in engineering design project: and exploratory study”

-Richard E. Boyatzis & David A. Kolb (2010) From learning styles to learning skills: the executive skills profile.

-Schraw, Gregory (1998). «Promoting general metacognitive awareness». Instructional Science 26: 113–125

–Weinstein Claire Ellen , Acee Taylor W., Jung JaeHak (2011) “Self Regulation and Learning Strategies”

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.