Self-Regulated Learning in Action! International Teacher and Teacher Educator Training (E1) Athens 6-8 November 2019 SLIDEshow Erasmus+ Project Training Venue Doukas School https://www.slideshowproject.eu/

1. What is
self-regulated learning?
Marika Koivuniemi and Hanna Järvenoja
Learning and Educational Technology research unit
(LET)
University of Oulu

2. Are you setting goals for
your working?
Do you create working plans
to reach your goals?
Do you follow/reflect your
progress?
Is Self-regulated learning
familiar to you?
Are you supporting your students self-regulated
learning skills in your own teaching?

3. Structure of the session
Part 1: Self-Regulated learning
Part 2: Self-regulated learning support in practice

4. Why SRL is needed?
BEING A LIFELONG LEARNER
Unstructured, changing, open
tasks
Complexity
Working in 21st century -
Competing and
contradicting goals
BEING A PRODUCTIVE LEARNER IS NEEDED!
Constructing
knowledge
together

5. Part 1
Self-regulated learning

6. Self-Regulated Learning(Boekaerts, 1996; Pintrich, 2000; Winne & Hadwin, 2008; Zimmerman, 2002)
SRL
Learning is
contextual
Cognitive,
motivational,
emotional and
behavioral process
Learner is active
Cyclical model Goal directed

7. MOTIVATION
EMOTION
(META)COGNITION
PERFORMANCE PHASE
• Monitoring
• Controlling
REFLECTION PHASE
• Reflection and
evaluation
FORETHOUGHT PHASE
• Task understanding
• Setting goals
• Planning
MOTIVATION
EMOTION
(META)COGNITION
MOTIVATION EMOTION
(META)COGNITION
Hadwin, Järvelä & Miller, 2011; Pintrich, 2000; Winne & Hadwin, 1998; Zimmerman, 2002
SRL in practice

8. • Learning is full of different
cognitive, motivational and
emotional challenges (Koivuniemi,
Panadero, Malmberg & Järvelä, 2017)
• The way how students are
regulating their actions in these
situations can define whether
students are succeeding or
failing in their learning
8
Challenges create the opportunity
for students´ to regulate their
learning activities

9. Awareness
Recognition
Adaptation
9
MONITORING
Active SRL behavior,
CONTROLLING
Teachers support is needed!

10. Part 2
Self-regulated learning supports in practice

11. Teachers are in a key role!

12. To support students SRL..
Understand,
what SRL is
Knowledge and
understanding
how to apply
SRL supports in
your teaching
Know, how to
be self-
regulated
learner
yourself
INCREASING
STUDENTS’ SRL
SKILLS

13. Solution
Part of the SLIDEshow project it has
been collected together the
different SRL instruments that can
be usefull for teachers work when
planning the ways how to
supporting students SRL skills

14. Different ways to support
students’ SRL
orSRL
ASSESMENT
SRL
SUPPORT

15. Assessing SRL
• Used in SRL research
• Self-reports
• Questionnaires
• Think aloud measures
• Observation tools/ instruments
• Learning diaries

16. Example: Ask questions
• Ask students to rate statements on a scale from 1-7
(1= not at all true, 7= very true).
Cognitive strategy use
• I practice saying the material to myself
over and over.
• I memorize key words to remind me of
important concepts.
• I pull together information from
different sources.
• I outline the material to help me
organize my thoughts.
• I often find myself questioning things.
• I often miss important points because
I'm thinking of the other things.
Motivational aspects
• In a class like this, I prefer course
material that really challenge me so I
can learn new things.
• In a class like this, I prefer course
material that arouses my curiosity,
even if it is difficult to learn.
• Getting a good grades this class is
the most satisfying thing for me right
now.
• If I can, I want to get better grades in
this class than most of the other
students.
Emotional aspects
• I feel ashamed when I realize that
I lack ability.
• I am so angry that I would like to
throw my homework into the
trash.
• Just thinking of my math
homework assignments makes me
feel bored.
(e.g Pintrich et. al., 1993)

17. Evaluation land
(ARVOT project, Finland)
“I would place myself in
to the labyrint, because
I have a feeling that I
don’t fully understand
how I can make the
concept map”
“I would place myself in
a volcano’s smoke cloud
because it feels like that
my head is full of smoke
because I have so many
ideas for a concept
map”
Evaluation land, picture: Eero Karvonen Charp Dis-Chord, 2016

18. By assessing your students
SRL skills, you get…
• Information about their learning skills
and development of them in general.
• Explanations for your students’ behavior
and learning success.
• Ideas of what aspects of SRL you should
lend greater support.
• An overview of students typical actions, if
compiling students ratings on different
items

19. Supporting SRL
• The focus is in supporting students’ SRL
development in f2f learning and/or distance
learning
• Indirectly through experience
• Directly and explicitely through instructions

20. Example: SRL supportive
classroom settings
• Forethought phase
• What is your task?/ What you already
know?/ What you want to learn and
why?/ Set goals for your work?/ Why
you choosed this/these goal(s)?/ Plan
your work? Etc.
• Performance phase
• How are you doing?/ Is your way of
working good for the task?/ How are
you feeling?/ Do you have some
difficulties and how you could solve
them?
• Self-Reflection phase
• How was your working?/ Did you
achieved your goals and why?/ Was
the way how you worked good for this
task?/ Is there something you could
do differently next time?
Performance
phase
Self-Reflection
phase
Forethought
phase
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An
Overview. Theory Into Practice, 41(2), 64-70.

21. Example: Learning diary
Before
What do you think about the learning topic?
Is it familiar to you?
Is the topic interesting for you?
What is your task?
Do you have any goals related to this week's topic?
How you will work with the task?
After
How was the task?
How you actually worked?
Did you achieved the learning goals?
Did you manage to follow your plans?
Tell in details
What do you think, how you succeeded?
Are you happy to your way of working and the learning
results?

22. Supporting SRL during
learning project
(Järvenoja, Malmberg, Järvelä, Näykki & Kontturi, 2018)

23. PHASE 1 PHASE 2 PHASE 3
SRL SRL
Task understanding
Goal setting
Planning
SRL
Monitoring
Controlling
SRL
Reflection
Evaluation
(LEARNING)
GOALS AND
IMPLEMENTATIO
N
Defining the learning
context
- Getting know to the
learning context
- Getting know to the
learning task:
Discussing about the
subject, sharing own
experiencies etc.
 Making the learning
subject meaningful
for the students
 Commit the
students
- Activating the earlier
knowledge (For
example concept
map about the
things students
allready know)
- Introducing the
structure of the
learning project
(plan for the
learning project)
 Setting goals
Getting the basic
information
- Teachers
introduction about
the topic
- Doing the task
Deepening the
understanding
- Working with the task
(individually), sharing
ideas with other
students etc.
Conclusion of the
learning project
- Concluding the task
(e.g. presentations
to other students
and geting
feedback)
- Evaluating own
progress
ASSESSMENT
AND SUPPORT
Supporting motivation
and emotion
Supporting cognitive
strategy use
Practicing SRL
Supporting motivation
and emotion
Supporting cognitive
strategy use
Practicing SRL

24. What is important when
planning SRL supports?
• Positive and emotionally safe learning environment
• Challenging tasks (Perry, 1998)
• Feedback about students learning activities
• For example, awareness helps students make conscious choices
about their strategical actions and change their behavior, as needed
(Butler & Winne, 1995: Panadero et a., 2016)
• Acknowledging different aspects of SRL (cognition,
motivation and emotions) (Boekaerts, 2011; Pintrich, 2000; Zimmerman, 2002)
• Individual support creates the base for all learning
(individual and collaborative) (Baker, 2015; Häkkinen et al., 2017; Panadero, Kirschner,
Järvelä, Malmberg, & Järvenoja, 2015)

25. What is challenging when
supporting students SRL skills?
What makes SRL supporting easy
and why?

26. Conclusion
Combine SRL assessment
and SRL support instruments
SRL
ASSESSMENT
SRL
SUPPORT

27. Conclusion
Helping students to
become self-regulated
learners is important
These are skills for life

28. tMail
• More information in tMail app
• What is SRL?
• Why is SRL important?
• Assessing students’ SRL
• Supporting students’ SRL

29. Thank you
Contact information
marika.koivuniemi@oulu.fi
hanna.jarvenoja@oulu.fi

30. References
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