COLLABORATION   PHASE II Self-regulated and strategic    learning
THE CASEA young teacher of the English languagein 5th grade is very enthusiastic aboutteaching.He likes to give various ta...
THE CASEHe gives home task usually already in theend of the lesson, when the bell is ringing.Sometimes he doesn’t even say...
THE CASESome students do the task not the way theteacher was expecting them to do it, andsome other students don’t do the ...
CONCEPTS• features of a task• misconceptions about tasks• low self-efficacy• abilities for self-regulation
SOLUTIONSRecommendations to the teacher:•Time for explaining home task•Explicit instruction + strategy instruction•Guideli...
SOLUTIONSRecommendations to the teacher:•Active task interpretation•Students’ questions•Feedback
THANK YOU  References:• Butler, D. L., Cartier, S. C. (2004). Promoting Effective Task Interpretation  as an Important Wor...
THANK YOU    Pictures by:•   Shutterhacks    http://www.flickr.com/photos/s    hutterhacks/4474421855/ [CC    BY 2.0].•   ...
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Collaboration phase II

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Collaboration phase II

  1. 1. COLLABORATION PHASE II Self-regulated and strategic learning
  2. 2. THE CASEA young teacher of the English languagein 5th grade is very enthusiastic aboutteaching.He likes to give various tasks to hisstudents, and always helps students toaccomplish them during the lesson.
  3. 3. THE CASEHe gives home task usually already in theend of the lesson, when the bell is ringing.Sometimes he doesn’t even say it aloud,just writes down on the blackboard.In the textbook all the tasks are explainedin English, and sometimes students can’tfully understand them.
  4. 4. THE CASESome students do the task not the way theteacher was expecting them to do it, andsome other students don’t do the task at allbecause they don’t know how and think theywill do it wrong anyway.Though, there are students who cope withhome tasks well. The teacher wonders whysome of his students are so active andsuccessful during lessons, but havedifficulties with doing their home task.
  5. 5. CONCEPTS• features of a task• misconceptions about tasks• low self-efficacy• abilities for self-regulation
  6. 6. SOLUTIONSRecommendations to the teacher:•Time for explaining home task•Explicit instruction + strategy instruction•Guidelines (for example, worksheets)
  7. 7. SOLUTIONSRecommendations to the teacher:•Active task interpretation•Students’ questions•Feedback
  8. 8. THANK YOU References:• Butler, D. L., Cartier, S. C. (2004). Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record, 106 (9), pp. 1729-1758.• Greene, J., Azevedo, R. (2008). A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions. Review of Educational Research. Vol. 77, No. 3, pp. 334-372.
  9. 9. THANK YOU Pictures by:• Shutterhacks http://www.flickr.com/photos/s hutterhacks/4474421855/ [CC BY 2.0].• Mary-Kay G: http://www.flickr.com/photos/ marykaypics/4286076731/ [CC BY-NC-SA 2.0].• Sterlic: http://www.flickr.com/photos/s terlic/3154841718/ [CC BY 2.0].• thejester100: http://www.flickr.com/photos/g eraldpereira/5723303988/ [CC BY 2.0].
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