The document explores self-regulated learning, emphasizing its importance for improving learning effectiveness through goal setting, motivation, and metacognition. It outlines the core 4 Rs of learning—repetition, relevance, relationships, and reflection—and discusses the role of intelligence and multiple intelligences in enhancing learning. Additionally, it addresses the neuroscience of learning, memory processes, learning styles, and practical strategies for effective learning.

1. Developing Self-regulated Learning
By Ronald Speener

2. Objectives
Goal: To improve learning effectiveness
• Develop self-regulated learning
• Practice the core 4R
• Explain the neuroscience of the brain
• Describe how intelligence affects learning
• Develop tools to improve memory
• Understand learning style
• Explore all factors the improve learning
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3. Table of Content
Self-Regulated
Learning
The 4 Rs Intelligence
Neuroscience
of Learning
Memory
Learning
Styles
Other Factors Resources
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4. SELF-REGULATED LEARNING
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5. Definition—Self-regulated
Learning
• An active, constructive
process whereby learners
set goals for their learning
and then attempt to
monitor, regulate, and
control their cognition,
motivation and behavior,
guided and constrained
by their goals and the
contextual features in the
environment.
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• Active
• Goal-oriented
• Regulated and
controlled
• Conducive environment
• Motivation

6. Cognition
• Cognition is learning
– Skills
– Habits
– Problem solving
– Critical thinking
– Study skills
– How to
• Connecting new
learning to old
• Repetition
• Organization
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7. Metacognition
• Metacognition is
understanding how one
learns
• Forethought
• Planning
• Self-reflection
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8. Management
• The learning
environment
– Location
– Tools
• Physical
• Emotional
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9. Motivation
• What makes one want
to learn
– Confidence
– Experience
– Goals
– Values & beliefs
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10. The Process
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11. Know Thyself
• Develop a plan that
supports strengths
• Develop tools to pair
teaching style with
learning style
• Develop strategies
when styles do not
mesh.
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12. THE 4 RS
The Core
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13. The Core 4 R s to
Learning
Repetition
• Build neural
pathways
Relevance
• Make
learning
personal
Relationships
• Find
connections
to other
learning
Reflection
• Internalize
and make
it you
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14. Repetition
• Repetition is necessary
to reinforce the neural
pathways
• It strengthens long-term
memory
• It facilitates transfer
from short-term to
long-term memory
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15. Relevance
• Relevance is important
because it make what is
being learned
important to the
learner
• This makes learning
personal
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16. Relationships
• Relationships are
important because it
interconnects
• The more connections
information has the
easier to recall
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17. Reflection
• Reflection is important
because it ties the other
three together
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18. INTELLIGENCE
It’s role in learning
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19. Are You Smart Enough?
• Intelligence is the ability
to assimilate information
and use it
• Intelligence is plastic
– It changes over time
• Intelligence is selective
– Idiot savant
• It is influenced by
experience and learning
– Some portions of the brain
function is highly genetic
– Other are more experience
based
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20. I Q
• An intelligence
quotient (IQ) is a total
score derived from one
of several standardized
tests designed to assess
human intelligence.
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21. The Problem with I Q
Tests
• Most intelligence test
are culturally and
linguistically biased
• IQ can be increased
with practice
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22. MULTIPLE INTELLIGENCES
More than one way to be smart
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23. Multiple Intelligences
Defined
The theory of multiple intelligences challenges
the idea of a single IQ, where human beings
have one central "computer" where intelligence is
housed. Howard Gardner, the Harvard professor
who originally proposed the theory, says that
there are multiple types of human intelligence,
each representing different ways of processing
information:
• (from Multiple Intelligences: What Does the
Research Say?, 2016,
https://www.edutopia.org/multiple-intelligences-
research)
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24. Multiple Intelligences
• related to language and to the written and spoken--
ObamaLinguistic/verbal
• related to reasoning, numbers, abstractions, and
patterns—Stephen HawkingLogical/mathematical
• Related to anything visual and the creation of mental
images—Steven SpielbergSpatial/visual
• Related to physical movement and actions located in the
brain’s motor cortex—Michael JordonBodily/kinesthetic
• Related to sounds and auditory patterns, to rhythm, beat
and tempo--UsherMusical
• Related to relationships with others and various means
of communication—Bill ClintonInterpersonal
• Related to self-reflection and self-awareness
(mindfulness)—Meryl StreepIntrapersonal
• Related to observation and awareness of the natural
world and the patterns found there—David AttenboroughNaturalistic
• Related to asking and examining questions about the
“big questions” (Spiritual)—Dali LamaExistential
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25. REV. 6/2018 Academic Readiness- Learning--R Speener 31

26. How to Use MI to Improve
Learning
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27. T
F
Question Intelligence
One’s IQ never changes.
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28. T
F
Question
Multiple
Intelligence
According to the theory of multiple intelligences, a
person can be very smart in one area and less so in
another area.
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29. NEUROSCIENCE OF LEARNING
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30. White Matter/Grey Matter
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31. Neuroscience
• Certain portions of the brain
process information
• Other portions may store
the information
• It stores information in
axions and transmits
through the synapsis
• Unused sections of the
brain atrophy
• Experience and
environment alter the brain
• The brain changes well into
adulthood
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32. Neuroscience (cont.)
• The brain is a social organ
– Stimulation and connection necessary to survive
• We have two brains
– Cerebral hemispheres
– The brain is plastic and can change
• The mind, brain and body are interwoven
• Learning builds neural connections and changes
the brain
• The brain has a short attention span and needs
repetition and multiple-channel processing
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33. Right Brain—Left Brain
• The stark differences
between the two
hemispheres are mostly
myth
• Left hemisphere is more
speaking—aphasias
• Language is processed on
the left and enhanced on
the right
• The brain needs both
hemispheres
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34. T
F
Question The Brain
As we age we stop creating new neurons.
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35. T
F
Question Then Brain
The brain atrophies if it is not used.
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36. CIRCADIAN RHYTHMS
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37. Definition of Circadian
Rhythm
• Sometimes called the
biological clock
• Influenced by the day/night
cycle
– circadian period of
about 24.18 hours
• Fluctuations of hormones
(melatonine & cortesol),
body temperature, hunger,
and alertness during a 24
hour period
• It is affected by
temperature, sunlight, and
weather
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38. REV. 6/2018 Academic Readiness- Learning--R Speener 44

39. REV. 6/2018 Academic Readiness- Learning--R Speener 45

40. Larks, Robins and Owls
• Everyone has an
individual rhytm
• Larks—Early Risers
• Owls—Night active
• Robins—Mid-day active
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41. Circadian Paradox
• Most alert times best
for analytical work
• Most drowsy times best
for creative work
• Most drowsy times
worst for making
desicions
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42. MEMORY
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43. Definition--Memory
• Memory is the faculty of the mind by
which information is
– encoded,
– stored, and
– retrieved (Atkinson & Shiffrin, 1968).
• Memory is vital to experience.
• Without memory, we are not us.
• If we could not remember past events, we could
not learn or develop language, relationships, nor
personal identity (Eysenck, 2012).
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44. REV. 6/2018 Academic Readiness- Learning--R Speener 50
Human Memory
Sensory
memory
Working
memory
Long-Term
Memory
Explicit &
Implicit
Episodic
&
Semantic

45. Sensory Memory
• What is perceived
through our senses
– Sight-iconic memory
– Aural-echoic memory
– Touch-haptic memory
– Smell—olfactic memory
• The shortest retained
memory
– 200-500 milliseconds
• Can be consciously
ignored
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46. Question
• Why do we spank
children?
• How does it improve
memory?
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47. Working memory
• Working (short-term)
memory
• Allows to process
information
• Limited capacity
– Usually 7 items or less
• Limited time
– 10 to 15 seconds usual
– Sometimes up to a minute
• Must be consciously
move to long-term
memory or it is lost
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48. Long-term Memory
• Lasts over a life time
– Retrieval may be a problem
• Almost unlimited capacity
• Physical changes in the
structure of neurons
• Consolidation of Working
memory through
– Rehearsal
– Meaningful association
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49. Two Sources of Memory
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50. Explicit & Implicit
Memory
Explicit--Declarative
• Knowing what
• Encoded by the medial
temporal lobe
– hippocampus
– Entorhinal cortex
– Perirhinal cortex
• Stored in the temporal
cortex
Implicit--Procedural
• Knowing how
• Unconscious memory
• Encoded and stored in the
– Cerebellum
– Putamen
– Caudate nucleus
– Motor cortex
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51. Episodic & Semantic
Memory
Episodic--experiences
• Experiences and specific
events
• Autobiographical events
– Flash bulb memory
• Incorporates emotional and
context
• Starts in the hippocampus
and stored in the neocortex
• Retrospective—
remembering the past
Semantic--knowledge
• Facts, meanings, concepts,
and knowledge of the
outside world
• Derived from episodic
memory
• Primarily the frontal and
temporal cortexes
• Prospective—remembering
the future
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52. Encoding Memory Process
• Acoustic encoding
– Primarily short-term
• Visual encoding
• Tactile encoding
• Semantic encoding
• Encoding is enhanced
through association
Sensory
Short
Term
Long
Term
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53. Consolidation and
Storage
Consolidation
• Stabilizing the memory
• Strengthening neural
pathways
• Connecting synapses and
neurons
• Synaptic and neural plasticity
– Neurons can make thousands
of connections
• Sleep is important for
consolidation
Storage
• Long-term memories are
stored throughout the
brain
• The parts of the same
memory may be stored in
different locations
• Almost infinite storage
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54. Importance of Sleep
• Sleep is critical for the
consolidation of
hippocampal memory
of wake experiences
into the neocortex
• Sleep spindle activity
critical
• Sleep after learning
increase memory of
learning
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55. Recall and Retrieval
• Retrieving information from
long-term memory to Working
memory
– Linked by associations and
neural networks
• This consolidates and
reinforces memory
• Two methods
– Recognition
• Requires familiarity
• Largely unconscious
– Recall
• Requires reconstructing
information
• Recognition may encourage
recall
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56. Memory Aids
• Organize
• Make it meaningful
• Create associations
• Learn it Actively
• Relax
• Create pictures
• Recite and repeat
• Write it down
• Reduce interference
• Over-learn
• Review notes the same day
• Use daylight
• Distribute learning
• Be positive
• Extract core concepts
• Combine memory
techniques
• Remember something else
• Close your eyes
• Use it before you loose it
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57. Memory Tricks
• Associate and rehearse
• Mnemonics
– Numbers & rhymes
– Number/shape
– Alphabet Technique
• Method of loci
• Create a story or song
• Teach it
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58. Exercise
1. There are four people in
the picture?
2. The patient had a blood
pressure cuff on?
3. The patient had a neck
brace on?
4. The patient has an I V?
5. The patient is male?
6. The time is 2:14?
7. The doctor has a name
badge on?
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T
T
F
T
T
F
F
Memory TestTrue False

59. LEARNING STYLE
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60. Learning Style
Definition
• Learning style can also be described as a set
of factors, behaviors, and attitudes that
facilitate learning for an individual in a given
situation.
• Styles influence how students learn, how
teachers teach, and how the two interact
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61. Difference between
Intelligence and Learning
Styles
• Intelligences are areas
which we are more
proficient at
• Learning styles are how we
process information
• Intelligences affect learning
styles
• Skills can be learned to
compensate for weaknesses
• Intelligences and
weaknesses change over
time with experiences.
Intelligence
Learning
Style
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62. Learning Styles
Honey-Munford
•Activist
•Reflectors
•Theorists
•Pragmatists
VARK
•Visual
•Auditory
•Reading
•Kinesthetic
Myers-Briggs
•Extrovert/Introvert
•Sensors/Intuitors
•Thinkers/Feelers
•Judgers/Perceivers
7 Styles
•Visual (Spatial)
•Aural (Auditory)
•Verbal (Linguistic)
•Physical
(Kinesthetic)
•Solitary
(Interpersonal)
•Social
(Interpersonal)
•Logical (Math)
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63. VARK
• Visual
• Auditory
• Reading/Writing
• Kinesthetic
• Acoustic encoding
– Primarily short-term
• Visual encoding
• Tactile encoding
• Semantic encoding
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64. Question Learning Style
Cassandra takes copious notes and then converts them
to diagrams. What learning style(s) does she use?
a) Auditory
b) Kinesthetic
c) Reading-Language
d) Visual
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65. Question Learning Style
Sterling appears to be sleeping in class, but when asked
a question he always has the answer. What learning
style(s) does he use?
a) Auditory
b) Kinesthetic
c) Reading-Language
d) Visual
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66. Visual Strategies
• Highlight important
points in text; key words •
• Create flashcards for key
information; be concise •
• Limit amount of
words/information;
allows for mental imagery
•
• Convert notes and
translate words into
symbols, diagrams,
and/or pictures •
• Create visual reminders of
information •
• Practice turning visuals
back into words •
• Color-code, underline,
and/or highlight
information •
• Be creative with charts,
diagrams, mind maps
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67. Auditory Strategies
• Work in groups or with a study
partner; i.e. discussions:
listening, talking •
• Review assignments and text
reading before class •
• Read notes and text out loud •
Recite information that is
important to remember •
• Record notes, key information,
and lectures; listen to
recordings regularly
• Use books-on-tape •
• Mathematical/technical
information
– State the problem out loud
– Think through a process or
sequence of steps: write out,
then read out loud
– Discuss questions/problems in
a group or with a study-buddy
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68. Read/Write Strategies
• Rewrite notes
• Read/review notes every
day
• Rewrite ideas and
principles into other
words
• Organize diagrams/graphs
into statements
• Turn reactions, actions,
charts, etc. into words •
• Write exam answers
• Practice with multiple
choice questions
• Write paragraphs,
beginnings and endings
• Write lists (a,b,c,1,2,3,4)
• Arrange words into
hierarchies and points
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69. Kinesthetic Strategies
• Skim through reading material
• Move around as you read aloud
or
• Record notes and listen to them
• Take frequent study breaks Listen
to music while studying
• Sit in the front of the classroom
• Stay actively engaged in class:
take notes,
• Create hands-on learning when
possible: o Use models, extra lab
time, visit museums
• Create cards for
processes:
– Color code like information
– Limit information: use key
words, symbols
– Arrange in order; shuffle
and repeat
• Type over notes from text
and class
• Create spreadsheets,
tables, charts to organize
material
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70. T
F
Question Learning Styles
One must adjust learning styles for success.
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71. T
F
Question Learning Styles
One can and needs to use more than one
learning style.
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72. T
F
Question Learning Style
One needs to adjust one’s learning style to fit
the material learned
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73. OTHER FACTORS
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74. Other Factors that Affect
Learning
• Prior knowledge
• Prior experiences
• Learning environment
• Physical wellbeing
– Nutrition
– Hydration
– Energy level
– Alertness
– Mental status
• Stress
• Drugs and alcohol
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75. SCENARIOS
Self-regulated Study
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76. Scenario
What is the
problem?
Martin reads is
textbook and
highlights as he reads.
By the end of the
chapter he
remembers nothing.
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Information is not
transferring from
working memory to
long-term memory.
How would you
suggest?

77. Scenario
What would you
suggest?
Norine is taking
anatomy. She needs
to learn all the major
bones for the test in
three weeks.
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• Set up a study plan
• Set study time into
small increments
• Increase study as
the test nears
• Use techniques
that support her
learning style

78. Scenario
What would you
suggest?
Sydney feels his study
time is ineffective.
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79. Scenario
What would you
recommend?
Stanley has a hard time
concentrating when
studying online.
• He finds the e-book
difficult because he
cannot markup the
pages.
• He finds that he is
restless sitting at the
computer for hours.
• He finds that he has
little retention.
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80. REV. 6/2018 Academic Readiness- Learning--R Speener 86

81. Exercise
Fears
On a piece of paper
write five fears you
have about school.
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1. Fold the paper in half
lengthwise
2. Fold in half widthwise
3. Open the paper
4. Fold the corners to the
center
5. Crumple this page up and
toss it into the waste
basket from the second
row of desks

82. Summary
• The brain has unlimited capacity to learn and
remember
• Use multiple methods for learning
• Know your learning style and skills and adjust
learning techniques as required
• The difficulty is in retrieving it
– Repetition
– Relevance
– Relationships
– Reflection
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83. RESOURCES
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84. Resources—Self-Regulated
Learning
• Effective Strategies for Self-regulated Learning: A
Meta-Analysis https://www.nro.nl/wp-
content/uploads/2014/05/PROO_Effective+strate
gies+for+self-regulated+learning.pdf
• Self-Regulated Learning
https://lincs.ed.gov/sites/default/files/3_TEAL_Se
lf%20Reg%20Learning.pdf
• A Review of Self-regulated Learning: Six Models
and Four Directions for Research
https://www.ncbi.nlm.nih.gov/pmc/articles/PM
C5408091/
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85. Resources—The Brain
• Research in Brain Function and Learning
http://www.apa.org/education/k12/brain-function.aspx
• Resources on Learning and the Brain
https://www.edutopia.org/article/brain-based-learning-
resources
• How People Learn: Brain, Mind, Experience, and School
https://www.nap.edu/read/9853/chapter/8
• Plasticity in Gray and White
• Neuroimaging changes in brain structure during learning
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3660656/
•
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86. Resources—Circadian
Rhythm
• A Time to Remember: The Role of Circadian Clocks in
Learning and Memory
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC43857
93/
• Munich Chronotype Questionnaire
file:///C:/Users/Ronald/Downloads/MCTQ.pdf
• What is your chronotype?
https://thepowerofwhenquiz.com/
• Horne-Ostberg Morningness-Eveningness
Questionnaire https://sleephabits.net/morningness-
eveningness-questionnaire
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87. Resources--Memory
• The Human Memory http://www.human-memory.net/types.html
• Memory Techniques for Exam Preparation: 10 Astonishing Ways to
Harness the Power of Your Brain https://www.oxford-
royale.co.uk/articles/memory-tricks-exam-success.html
• Memory Techniques, Memorizations Tips
https://www.academictips.org/memory/index.html
• Memory Techniques US Air Force Academy
http://www.au.af.mil/au/awc/awcgate/usafa/memory.htm
• Memory Methods
http://changingminds.org/techniques/memory/memory.htm
• Anatomy and Physiology Nursing Mnemonics & Tips
https://nurseslabs.com/anatomy-and-physiology-nursing-
mnemonics-tips/
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88. Resources—Multiple
Intelligences
• Multiple Intelligences: What Does the
Research Say?
https://www.edutopia.org/multiple-
intelligences-research
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89. Resources—Learning
Styles
• Ways of learning: Learning theories and learning styles in the classroom
(2013) http://www.epitropakisg.gr/grigorise/ways%20of%20learning.pdf
• Learning styles and critical thinking relationship in baccalaureate nursing
education: a systematic review (2014)
https://www.researchgate.net/profile/Christos_Andreou/publication/247
154412_Learning_styles_and_critical_thinking_relationship_in_baccalaur
eate_nursing_education_A_systematic_review/links/00b7d521afed92096
e000000.pdf
• Learning styles and approaches to learning among medical
undergraduates and postgraduates
https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-
42
• VARK Learning Styles: Visual, Auditory, Read/Write, Kinesthetic
http://www.gardner-
webb.edu/Assets/gardnerwebb/academics/advising/files/vark-learning-
styles.pdf
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90. Resources—Sleep
• About Sleep's Role in Memory
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3768102
/
• Deciphering Neural Codes of Memory during Sleep
https://www.sciencedirect.com/science/article/pii/S01662
23617300450
• Sculpting memory during sleep: concurrent consolidation
and forgetting
https://www.sciencedirect.com/science/article/pii/S09594
38816301726
• Sleep Spindles as Facilitators of Memory Formation and
Learning
https://www.hindawi.com/journals/np/2016/1796715/
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