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Self-Regulated Learning<br />And Problem-solving Success<br />
Simple Strategies<br />Problem solving <br />Critical Thinking<br />Self-Efficacy<br />Epistemology<br />Knowledge of Cogn...
Key Question<br />How do expert learners differ from novice learners when applying self-regulated learning strategies?<br />
Wirth 2008<br />Novice Problem-Solvers<br />
Expert Problem-Solvers<br />Wirth, 2008<br />
Phases of Self-regulated Learning<br />Greene and Azevedo, 2007<br />
Strategies for Teachers<br />Model expert planning strategies while teaching  subject matter<br />Connect previousknowledg...
Prompts<br />
Conclusion<br />Self-regulated learning helps students<br /><ul><li>Analyze a problem solving situation more efficiently
Apply previous knowledge to current problem solving situation
Construct logical solutions to ill formed problems
Test hypotheses
Transfer knowledge, learning strategies and skills to other problem settings</li></li></ul><li>References <br />Azevedo, R...
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
Self-Regulated Learning and Problem-Solving Success
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Self-Regulated Learning and Problem-Solving Success

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Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.

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  • Metacognition is a complex cognitive process that requires knowledge and control over one’s own mental processes.It is oftenreferred to as “thinking about thinking”. John Flavell of Stanford University is regarded as a foundation researcher in metacognition. Flavell recognized that metacognition consisted of both monitoring and regulation aspects.While everyone thinks, not everyone thinks consciously about his or her own thinking processes.
  • A metacognitive approach to instruction can help students learn to take control of their own learning by helping them define their learning goalsand monitor their progress in achieving them.Metacognition may be activated consciously or unconsciously by the individual. It’s this element of consciousness that Flavell found was a hallmark of good problem-solvers.In this podcast we will examine one aspect of metacognitive learning: the behaviors of novice and expert learners when they first confront a problem-solving situation.
  • Through modeling and coaching teachers can teach students how to use a range of learning strategies, including the ability to predict outcomes and stimulate background knowledge.Research shows that metacognitive skills and self-regulatory processes are teachable and can lead to increases in student motivation and achievement.
  • In this podcast we have learned:Ways expert learners use a well developed set of metacognitive skills to effectively monitor their own thinking as they analyze a problem. In contrast we note that novice learners don’t apply metacognitive thinking nearly as often when initially engaged in solving a problem. In conclusion:Introducing students to metacognitive skills and giving students practice at applying them - improves students‘ learning ability.
  • Thank you.
  • Transcript of "Self-Regulated Learning and Problem-Solving Success"

    1. 1. Self-Regulated Learning<br />And Problem-solving Success<br />
    2. 2. Simple Strategies<br />Problem solving <br />Critical Thinking<br />Self-Efficacy<br />Epistemology<br />Knowledge of Cognition<br />Regulation of Cognition<br />Schraw, G., Crippen, K. J., & Hartley, K. D. (2006) <br />
    3. 3.
    4. 4. Key Question<br />How do expert learners differ from novice learners when applying self-regulated learning strategies?<br />
    5. 5. Wirth 2008<br />Novice Problem-Solvers<br />
    6. 6. Expert Problem-Solvers<br />Wirth, 2008<br />
    7. 7. Phases of Self-regulated Learning<br />Greene and Azevedo, 2007<br />
    8. 8. Strategies for Teachers<br />Model expert planning strategies while teaching subject matter<br />Connect previousknowledge to current learning concepts<br />Activate students’ metacognitive thinking through guided inquiry<br />Synthesize knowledge by having students reflect on their learning process<br />Transfer knowledge by planning problem solving sets with like solution processes<br />J. Ormrod 2008<br />
    9. 9. Prompts<br />
    10. 10. Conclusion<br />Self-regulated learning helps students<br /><ul><li>Analyze a problem solving situation more efficiently
    11. 11. Apply previous knowledge to current problem solving situation
    12. 12. Construct logical solutions to ill formed problems
    13. 13. Test hypotheses
    14. 14. Transfer knowledge, learning strategies and skills to other problem settings</li></li></ul><li>References <br />Azevedo, R. (2009) Theoretical, conceptual, methodological, and instructional issues in research on metacognition<br /> and self-regulated learning: A discussion. Metacognition Learning (2009) 4:87–95<br />Azevedo, R, Moos, D. Johnson A., Chauncey A. (2010) Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist. Vol 45, Issue 4, pg. 210-223.<br />Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911. <br />Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372<br />Greene, J.A., Costa, L.J., Robertson, Y, Deekens, V. (2010) Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education 55 (2010) 1027–1043<br />Lovett, (2008). Teaching Metacognition. Presentation to Educause Learning Initiative Annual Meeting. 29 January, 2008.<br />Ormrod, J. (2008). Human Learning. Pearson Merrill-Prentice Hall. <br />Pieschl, S, Stahl, E., Bromme, R. (2008) Epistemological beliefs and self-regulated learning with hypertext. Metacognition Learning (2008) 3:17–37<br />Pintrich, P, DeGroot, E, (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Psychology. 1990 V83, No1, 33-40.<br />Pintrich, P. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice. 2002<br />Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. http://crippen.nevada.edu/home/index.php?option=com_content&view=article&id=54&Itemid=94<br />Springer, S. Metacognition (2009) www.cmaps.ihmc.us<br />Wirth, K. (2008). A Metacurriculum on Metacognition. Keynote address given at the 2008 workshop: The Role of Metacognition in Teaching Geoscience http://serc.carleton.edu/NAGTWorkshops/metacognition/wirth.html<br />Zimmerman, B, J. (2002) Becoming a Self-Regulated Learner: An Overview. Theory into Practice, Vol 41, No 2. Spring 2002<br />J. Ankenbauer, MM1051<br />Fall, 2010 <br />MVCR-University of Illinois<br />http://www.ion.uillinois.edu.<br />

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