This document provides an agenda and information about speakers for a conference on self-regulated learning (SRL) in Canada. It includes: 1. An introduction to the event with a schedule that includes panels on SRL foundations and digging deeper, as well as table activities and a networking reception. 2. Biographies of 13 guest speakers who will present on topics related to SRL in classrooms, supporting teacher professional development, connecting SRL to ministry initiatives, and designing assessments to support SRL. 3. Information about resources available at the event including materials, question boxes, and displays.

1. Welcome!

2. SRL Canada Consortium
Western Contingent …
• Deborah Butler, UBC
• Allyson Hadwin, Univeristiy of Victoria
• Nancy Perry, UBC
• Leyton Schnellert, UBC-O
• Philip Winne, SFU

3. Thank you!
• Professional Development and Community
Engagement Office, UBC
• Mark Edwards
• Jo-Anne Chilton
• Heather McGregor
• Jenny Enckevort
• Shapoor Marfatia

4. Thank you!
• Students/Volunteers
• Charlotte Brenner (UBC, SD36 Surrey)
• Celia Browning (SD39 Vancouver)
• Rebecca Collie (UBC)
• Alissa Ehrenkranz (SFU)
• Gigi Hofer (UBC)
• Elina Määttä (University of Oulu, Finland)
• Silvia Mazabel Ortega
• Kimerly McNeil (UBC)
• Shelley Moore (UBC, SD38 Richmond)
• Nikki Yee (UBC)

5. Shape of the Day
8:30 Registration, coffee, etc.
9:00 Welcome!
9:15 Keynote address: Dr. David Whitebread
10:30 COFFEE BREAK
10:45 Panel 1
Table Activity 1
12:00 LUNCH (not catered)
13:00 Table Activity 1 (debrief)
13:20 Panel 2
Table Activity 2
14:40 What’s Next?
15:00 Networking Reception

6. FYI
•Materials on Tables
•KW Sheets
•Question Boxes
•Twitter Feed: #srlcanada
•Displays

7. dgw1004@cam.ac.uk
David Whitebread
Senior Lecturer in Psychology & Education at the University of
Cambridge.
Developmental psychologist and early years specialist
Taught in early years and primary schools for 12 years, mainly in
Leicestershire, England.
Research interests:
• Metacognition and self-regulation in young children's learning
• Play and learning
Publications:
• Teaching and Learning in the Early Years (3rd Ed, 2008, Routledge)
• Developmental Psychology & Early Childhood Education (2011, Sage).

9. Panel 1: SRL
Foundations

10. marilyn.chapman@ubc.ca
Marilyn Chapman
Professor in Language and Literacy Education at UBC and Director
of the Institute for Early Childhood Education and Research
• Marilyn has been an active participant in BC Ministry of
Education curriculum since the mid-1980s.
• She was an active member of the Primary Program teams that
produced the Primary Program versions in 1989, 1990, and 2000
(Lead Writer).
• She is the lead writer of the BC Full Day Kindergarten Guide
(2010) and prepared drafts for the Primary Program 2010
Edition.
• Her work on that document emphasized the important role self-
regulation plays in young children’s development and learning.
• Marilyn’s research interests are related to socio-cognitive
dimensions of young children’s learning across all areas of
development
• particularly in relation to play, engagement, literacies, and
contexts that support children’s learning and development.

11. nancy.perry@ubc.ca
Nancy Perry
Professor in Educational and Counselling Psychology, and Special
Education at UBC
Research Goals: To understand …
• how features of classroom contexts, including tasks, instructional
practices, and interpersonal relationships, support SRL
• how teachers can be helped to design tasks and interact with students in
ways that support SRL
Guiding Principles
• Study young (elementary age) children as well as students in the
intermediate grades and beyond
• Conduct research in classrooms
• Relate to social views of learning
Current Projects
• Longitudinal study of children’s developing SRL
• Teacher motivation study
• Youth study

12. deborah.butler@ubc.ca
Deborah Butler
Professor in Educational and Counselling Psychology, and Special
Education at UBC
Interest since the mid-1980's in supporting "strategic" learning and
"empowering" learners
Over twenty years of collaborative research/practice with educators
• intermediate, secondary, post-secondary contexts
• inclusive classrooms and support settings
Research interests
• What is strategic, self-regulated learning? what does it look like in
classrooms?
• How can we support development of self-regulating learners in the
context of meaningful activities (i.e., school work)
• What are the benefits of supporting self-regulation, particularly in
meeting the needs of diverse learners?
• How can we support teachers' professional learning and inquiry
processes, particularly in bridging theory/research & practice?

13. mdockendorf@sd43.bc.ca
Maureen Dockendorf
Superintendent of Reading for British Columbia’s Ministry of
Education
Background:
• elementary classroom teacher; principal, SD #43 assistant
superintendent
• recently seconded to the Ministry of Education to lead the Changing
Results for Young Readers project and to support transformational
change within BC education system
2012-2013 Changing Results for Young Readers Project:
• goal of the ongoing project: to increase the number of engaged
successful readers who choose to read, not just readers who are able to
read
• involving over 9000 students in K-3 classrooms, 650 educators, 66
educator inquiry teams & 457 case studies focused on vulnerable readers
• educators met in collaborative inquiry teams, forming personal questions
focused on research-based reading instruction, self-regulated learning,
social-emotional learning and embedding Indigenous principles of
learning into daily classroom practice

14. What is self-regulated
learning (SRL)?

15. Why is SRL important at
all grade levels and for
all learners?

16. What can we do in
classrooms/schools to
support SRL?

17. How can we tell if
students are
successfully regulating
learning?

18. •What are key considerations for
supporting SRL in schools?
•How can teachers work
together, and with researchers, to
support SRL?
•How can teachers be supported
to support SRL?

19. Table Activity 1
• From what you’ve heard this morning …
• Work with the people at your table
• Generate a visual representation/metaphor of what SRL
means to you
• Use …
• Computers
• Paper and pens
• Create…
• Pictures
• Diagrams
• Poems

20. Panel 2: Digging
Deeper

21. email@email.com.ca
Dean Goodman
Lead for Strategic Educational Transformation in British Columbia’s
Ministry of Education
Long-term interests/areas of practice:
• strategies, practices, and policies that support student learning
• assessment (as, of, and for learning)
• meaningful communication of student learning
• self-regulated learning, metacognition, motivation, flow
• making connections (amongst people, practices, policies)
• fostering continuous improvement efforts for the benefit of kids
Current areas of inquiry:
• How can we better support and engage each student in their
learning (early years through to graduation and beyond)?
• How can we better personalize each student’s learning experience
in British Columbia’s K-12 system?
• How can our policies, practices, and structures be improved to
enable the above?

22. leschnel@exchange.ubc.ca
Leyton Schnellert
Assistant Professor & Coordinator of the PD Program in the Faculty
of Education at University of British Columbia’s Okanagan Campus
Background:
• middle & secondary classroom teacher; learning resource teacher K–12
• twenty years experience as a school- and district-based resource teacher
Projects/studies related to SRL
• intermediate SCL project with Deborah Butler
• secondary learning through reading study with Butler & Cartier
• student and teacher SRL within a district-wide K-8 learning community
(writing, inclusion)
• teacher professional development, collaboration and SRL
Research interests
• Inclusive education
• Literacy learning and instruction
• Teacher professional development
• Teaching and learning in the middle years
• Formative assessment
• Pedagogical approaches and environments that foster SRL

23. winne@sfu.ca
Phil Winne
Professor & Canada Research Chair, Faculty of Education, Simon
Fraser University
Fields of research:
• cognition
• metacognition
• motivation
• self-regulated learning
• software technologies that support learning
Specializations:
• strategies for effective studying
• designing software tools for researching & scaffolding studying & self-
regulated learning
• assessing self-regulated learning
• research methodologies keyed to studies of real-time, online learning
Latest Kick:
• mobilizing knowledge developed in the learning sciences

24. hadwin@uvic.ca
Allyson Hadwin
Associate Professor & TIE Lab Co-Director in the Faculty of Education
at the University of Victoria
Research Interests:
• Promoting and researching adaptive self-regulation
• Prompting and researching collaborative learning
• Aspects of self-regulation including: metacognition, cognitive strategies,
motivation & procrastination, and emotion regulation
• Designing classroom tasks, environments and technologies for enhancing
learning, motivation and self-regulated learning?
• Learning to succeed in the face of learning, motivational and emotional
challenges
• Student engagement, retention, and transitions
Passionate Teacher:
• ED-D101: Learning strategies for university success
• Recipient of the 2010-2011 Teaching Excellence Award

25. How is SRL
implicated in new
ministry initiatives?

26. Curriculum Assessment Graduation
Requirements
Communicating
Student Learning
Trades/Skills Reading Student
Supports
Aboriginal
Education
CompetenciesEducated
Citizen
Curriculum Assessment Graduation
Requirements
CompetenciesEducated
Citizen
Communicating
Student Learning
Trades/Skills Reading Student
Supports
Aboriginal
Education

27. What opportunities and
challenges are present
in the current uptake of
self-regulation in BC?

28. How can we design
assessments FOR
SRL?

29. How can we take
advantage of SRL to
accommodate diversity?

30. Learning is seldom a
solo event. How do
learners regulate their
own and others’ learning
is social/collaborative
situations?

31. Table Activity 2
•From what you’ve heard today …
• What should we be doing in …
• Classrooms
• Schools
• Districts
• The Ministry
… to connect SRL to learning?
• What do we need to make this happen?
• How will we know if it’s happening?

32. Networking Activity
• We want your graffiti on the wall charts at the back
of the room.
• Present your ideas from Table Activity 2
• In pictures
• Words
• Leave contact information
• Leave requests for support
• Follow up on good ideas on the charts or in person

33. Thank you!
• David Whitebread
• Marilyn Chapman
• Maureen Dockendorf
• Dean Goodman

34. Resources

35. http://srlcanada.ca
http://srlcanada.ca

36. http://bctf.ca/publications/NewsmagArticle.aspx?id=29340

37. http://changingresultsforyoungreaders.bclibraries.ca