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Collaboration phase III


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Presentation for the course on self-regulated learning taught at the Master's program in learning, education and technology at the University of Oulu, Finland.

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Collaboration phase III

  1. 1. Collaboration phase IIISasha LazarevaLyana Parzhetskaya
  2. 2. The caseA teacher of the 2nd grade had been reading about theimportance of self-regulated learning. She decided tocarry out an experiment in her class. She wanted herstudents to adopt appropriate learning strategies whichwould lead to better academic performance in reading.During three weeks she was emphasizing several thingswhen teaching her class: introducing different effectiveways of working with the study material to herstudents, based on the concrete tasks they were doingin class; trying to make her students understand thatthe best way to learn new things is to connect themwith what they already know; showing examples of howto accomplish complex tasks by dividing them intosmaller ones.
  3. 3. The case (continuation)In addition, she was trying to illustrate how to organizenew material the way it’s easier to remember.However, she didn’t explain how to choose the beststrategy for a particular task, and why some strategiesare more appropriate than others for certain types oftasks.When evaluating her students’ work, the teacherprovided a mark, and also analyzed two-three commonmistakes made by students. She didn’t give detailedfeedback to individual students who made some othermistakes.
  4. 4. The case (continuation)She tried to implement group work in classroom sinceshe thought it might be useful for students with lowerlevels of achievement to learn from those with higherlevels of achievement.After about three weeks there was a readingcomprehension test. The results turned out to be not asgood as it was expected by the teacher. What could bethe teacher’s mistakes when carrying out theintervention?
  5. 5. Analysis• Classroom teaching intervention;• Cognitive strategies (elaboration, organization, problem-solving);• Metacognitive strategies (planning processes?);• Metacognitive reflection (knowledge about strategies; the benefits of applying the trained strategies; reasoning why to use particular strategies?);• Motivational strategies (feedback?);• Group work.
  6. 6. Solutions• Programs aimed at development of self- regulated learning processes have positive effects on learning achievement, strategy use, and motivation, even for primary school children.• There are some things this teacher didn’t take into account when carrying out the intervention.
  7. 7. Solutions (continuation)• Concentrating on use of different cognitive strategies, the teacher didn’t pay attention to metacognitive and motivational strategies, which are important to be taught together.• Reasoning for use of particular cognitive strategies should be provided (why it is better to apply this or that strategy). And more accent should be placed on planning (what strategy to choose).• The teacher should provide more detailed feedback and encourage students to ask questions.
  8. 8. Solutions (continuation)• We don’t know if use of group work turned out to be successful, but in any case - detailed instructions should be provided to students before using group work as a teaching method.• After necessary improvements, this teaching practice should be continued further.
  9. 9. Thank you for attentionReferences:• Dignath, C., Buettner, G., Langfeldt, H-P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta- analysis on self-regulation training programmes. Educational Research Review, 3, pp. 101-129.• Panadero, E., Tapia, J.A. and Huertas, J.A. (2012). Rubrics and self- assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and individual differences