SLIDEshow Erasmus+ Project Workshop Presentations Teacher Educator Training (C1) Vienna 17-19 Oct. 2018 Website: www.slideshowproject.eu eTwinning: twinspace.etwinning.net/65871

1. SRL supports -
What is out there
and how to use it?
Marika Koivuniemi and Hanna Järvenoja
Learning and Educational Technology research unit
(LET)
University of Oulu

2. Structure of the workshop
Part 1: What is SRL?
Part 2: How SRL can be supported?

3. BEING A LIFELONG LEARNER
Constructing
knowledge together
Unstructured, changing,
open tasks
Technology
Complexity
Conflicts Responsibility
Creativity
Working in 21st century -
Collaboration
Competing and
contradicting goals
BEING A PRODUCTIVE LEARNER IS NEEDED!

4. Part 1
What is SRL?

5. 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

6. 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

7. Self-regulated students…
…experience less stress
And more wellbeing
(Heikkilä, Lonka, Nieminen & Niemivirta,
2012)
…are more willing and
persistence when
facing challenging and
time consuming
learning tasks
(Boeakaerts, 1996; Pintrich, 1999;
Zimmerman, 2011)
…achieve better
learning results
(Pintrich, 2000)

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
Supporting SRL

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

10. Part 2
How to support students SRL?

11. Teachers are in a key role!

12. How to support something
you don’t know?
• To support students SRL skills, you need to…
• Understand what SRL is
• Know how to be self-regulated learner yourself
• Have knowledge and understanding about how to apply SRL
supports in your own teaching

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. What different instruments have
been used to make students
aware of their SRL activities?
orSRL
ASSESMENT
SRL
SUPPORT
(Panadero et al., XXXX)

15. Assessing SRL
• Used in SRL research
• Self-reports
• Questionnaires
• Think aloud measures
• Observation tools for teachers and reseachers

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. 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
Good to remember!
Responses are student’s own interpretations.
Sometimes they can be inaccurate. In these cases, teacher can help
student recognize any misunderstandings.

18. Supporting SRL
• The focus in this is to support students’ SRL
development in f2f learning and/or distance
learning

19. 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.

20. 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)

21. Conclusion
Combining SRL assessment instruments
and SRL supports
SRL
ASSESSMENT
SRL
SUPPORT

22. Conclusion
Helping students to become self-regulated learners is
important
These are skills for life
You are in a key role!

23. tMail
• More information about this topic you can find
from tMail
• Assessing students’ SRL skills
• Supporting students’ SRL skills

24. Thank you
Contact information
marika.koivuniemi@oulu.fi

25. References
• Baker, M. J. (2015). Collaboration in Collaborative learning. Interaction Studies: Social Behavior and Communication in Biological and Artificial Systems, 16(3),
451-473. doi:10.1075/is.16.3.05bak
• Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist 1(2), 100-112. doi:10.1027/1016-9040.1.2.100
• Butler, D., & Winne, P. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-281.
• Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and
secondary school level. Metacognition Learning, 3, 231-264. doi: 10.1007/s11409-008-9029-x
• Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. Zimmerman, & D. Schunk (Eds.),
Handbook of Self-regulation of: Learning and Performance (pp. 65-84). New York: Routledge.
• Heikkilä, A., Lonka, K., Nieminen, M., & niemivirta, M. (2012). Relations between teachers students’ approached to learning, cognitive and attributional
strategies, well-being, and study success. Higher Education, 64, 455-471. doi: 10.1177/1049732305276687
• Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P. & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices
(PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teacher and Teaching, 23(1), 25-41. doi:
10.1080/13540602.2016.1203772
• Järvenoja, H., Malmberg, J., Järvelä, S., Näykki, P., & Kontturi, H. (2018). Investigating students’ situation-specific emotional state and motivational goals during
a learning project within one primary school classroom.
• Panadero, E., Jonsson, A., & Strijbos, J. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom
implementations. In D. Leveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (311-326). Boston, MA: Springer.
• Panadero, E., Kirschner, P., Järvelä, S., Malmberg, J., & Järvenoja, H. (2015). How individual self-regulation affects group regulation and performance: A shared
regulation intervention. Small Group Research, 46(4), 431-454. doi:10.1177/1046496415591219
• Pintrich, P., Smith, D., Garcia, T., & Mckeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ).
Educational and Psychological Measurement, 53, 801–813. doi:10.1177/0013164493053003024
• Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-
502). San Diego, CA: Academic Press.’
• Perry, N. (1998). Young children´s self-regulated learning and contexts that support it. Journal of Educational Psychology, 90(4), 715-729.
• Winne, P., & Hadwin, A. (2008). The weave of motivation in self-regulated learning. In D. Schunk, & B. Zimmerman (Eds.), Motivation and self-regulated learning.
Theory, research and application (pp. 297–314). New York, NY: Lawrence Erlbaum Associates.
• Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.
• Zimmerman, B. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. Zimmerman & D. Schunk (Eds.), Handbook of Self-
regulation of Learning and Performance (pp. 49-64). New York: Routledge.