SRL, Metacognition

Question 1

SRL also involves factors such as

Answer 1

Metacognition
Motivation
Self-efficacy
Strategic behaviours

Question 2

Constructivist learning

Answer 2

Learner is active in own learning

Learners should be able to regulate own learning

Question 3

Social-cognitive approach

Answer 3

Describes how students regulate their learning in social contexts

Question 4

Stages of SRL CURRENT Zimmerman’s model

Cyclic stage

Answer 4

Forethought
Performance
Reflection

Question 5

Triadic reciprical model (Albert Bandura)

Answer 5

Personal detriments
Environmental detriments
Behavioural detriments

Question 6

Zimmerman’s triadic model (1989)

Answer 6

Environment
Behaviour
Self

Question 7

Forethought Phase (Zimmermans)

Answer 7

TASK ANALYSIS - Interpreting task - what is required?
Goal setting
Strategic planning

SELF MOTIVATION BELIEFS - what do I want out of this?
Self-efficacy
outcome expectations
task interest/value
goal orientation

Question 8

Forethought Phase - BEGINNER SRL Learner

Answer 8

Doesn’t set goals - or non-specific goals
Disinterested - may be here because they are told to be
Wait to be directed
Select strategies randomly
Over or under-confident when comparing ability to level of difficulty/effort required of task

Question 9

Forethought Phase - EXPERT SRL Learner

Answer 9

set specific goals
intrinsically interested and motivated
plan approach to learning
select learning strategies in line with task/goal
accurately analyse task for level of difficulty, & effort required and select strategies to mediate these and perceived level of ability
knows what to learn AND how to learn it

Question 10

Perfomance Phase (Zimmerman’s)

Answer 10

Excucting planned strategies
Sustaining attention/focus
Remaining aware (self-observation)
Intervening as required

SELF CONTROL - Task strategies, self-instruction, imagery, time management, environmental structuring, help-seeking, interest incentives, self-consequences

SELF OBSERVATION - metacognitive monitoring, self-recording

Question 11

Performance Phase BEGINNER SRL Learner

Answer 11

Easily distracted & moves off track
Cannot imagine themselves at end of completed task
Unaware at the quality of their performance
Fewer strategies to choose from
Fail to recognise and relate similar learning experiences
See themselves as victims of the learning process

Question 12

Performance Phase EXPERT SRL Learner

Answer 12

Focus on performance rather than solely outcome
Picture the process and outcome as means for remaining on task
Monitoring performance and learning while its happening
Disciplined and use practice strategies to consolidate learning
Larger range of strategies to choose from
Make links to prior experiences/learning
Takes ownership and control of their learning process

Question 13

Self-Reflection Phase (Zimmerman’s)

Answer 13

It is key to learning from experiences, and considering how to do better next time around
Is this the best way I could have done this? Strengths/weaknesses.
Attributions are relevant here
Evaluating achievement and performance
Feeds back into future motivation, goal setting and strategy choice

Question 14

Self-Reflection BEGINNER SRL Learner

Answer 14

Avoid feedback and self-evaluation
Do not attribute outcomes to actions or behaviour
React negatively to dissatisfaction with avoidance or procrastination
Blame others for their lack of success

Question 15

Self-Reflection EXPERT SRL Learner

Answer 15

Seeks feedback for self-evaluation
Makes connections between actions and learning strategies and performance and outcomes
Positive self-reaction includes adapting to mediate dissatisfaction
Attribute failure to correctable causes

Question 16

Approaches to learning - Surface & Deep

Answer 16

Surface - involves a superficial approach to learning. Learners seek to memorise information and be able to perform a task well enough to get an acceptable grade, but with minimum effort. They are likely to behave quite passively, relying on teacher info.

Deep - seeks to build true understanding of the material, to identify relationships and achieve mastery of associated tasks. This means students are more active in their learning, and more likely to enjoy the process of learning (regardless of the outcome).

Question 17

Winne & Hadwins Model of SRL Stages

Answer 17

Task definition
Goal setting & planning
Enacting study tactics & strategies
Metacognitively adapting studying

Question 18

Winne & Hadwins COPES model

These processes thought to occurr in each SRL stage

Answer 18

Conditions (cognitive conditions, and task conditions)
Operations (cognitive operations, i.e. information processing: SMART Searching, Monitoring, Assembling, Rehearsing, and Translating)
Products (the outcome of each stage, i.e. the task definition, the goal/plan, the execution of strategies or the reflection/adaptation afterwards)
Evaluations (judgements of product against standards)
Standards (what the student aims for, to evaluate progress against)

Question 19

Development of Self Regulated Learning

Answer 19

To some extent, self-regulation depends on the cognitive development that enables strong executive function
Self-regulation should be explicitly addressed by teachers, and taught alongside traditional content
The personal attributes that support SRL across different domains can also be fostered within the classroom – e.g. positive goal setting, motivation, epistemic beliefs, self-efficacy

Question 20

Stages in LEARNING SRL

Answer 20

Observation – the student sees others using SRL, hears verbal descriptions, receives guidance and feedback
Emulation – the student begins to imitate/practice SRL behaviours
Internalisation – the student internalises the SRL behaviours and applies them independently
Recording – the student notices successful strategies and monitors progress
Monitoring – the student (and teacher) reflect on strategy-use and uses this to inform future strategy planning and execution

N.B. this depends on the student actively engaging in the SRL process

Question 21

SRL Related to other theory

Answer 21

Teaching SRL skills should be done in a developmentally appropriate way – as per Piaget’s stages of cognitive development
Scaffolding SRL is helpful – as per Vygotsky
Supporting students to self-regulate may also feed into identity development, e.g Erikson’s autonomy/initiative/industry
SRL could also support students’ innate psychological needs for competence and autonomy (& possibly relatedness if their SRL behaviour fits with the classroom culture), as per Deci & Ryan

Question 22

TEACHERS & SRL

Answer 22

Good teachers will not try to control every aspect of student learning
Instead, they will support students to self-regulate
Skills for SRL can be (and should be) explicitly taught, modelled, and practiced within the classroom

Question 23

Learning Strategies

Answer 23

Summarising, Brainstorming, Memory or flash cards
Chunking, Hands on activities, Colour coding
Using acronymns, Mind-mapping, Dramatic presentation, Key Words, Songs/re-write lyrics
Hand gestures, Drawing, Change of Environment,
Mnemonics, Explaining it to? (someone)

Elaborative interrogation, self-explanation, high-lighting/underlining, imagery for text learning, re-reading, practice testing, distributed practice (spreading study out over time), Interleaved practice (schedule of practice that mixes up subjects/materials in each study session).

Question 24

Research of effectiveness of learning strategies in exam studying

Answer 24

LOW - summarisation, highlighting, keyword nmemonic, imagery for text learning, re-reading
MODERATE - elaborate interrogation, self-explanation, interleaved practice
HIGH - Practice testing & distributed practice

Question 25

Cognition Taxonomy Circle

Answer 25

Tool to use for setting assessments. Cognitive herirachy thing. Matches cognitive approach with activities and products.

Question 26

3 types of learning strategies

Answer 26

cognitive
resource management
metacognitive

Question 27

3 levels of COGNITION

Answer 27

Cognition - compute, memorize, read, perceive, and solve problems
Metacognition - Monitoring & controlling own cognition, when engaged in cognitive tasks
Epistemic cognition - Consideration of beliefs about knowledge: certainty, limits, criteria of knowing

Question 28

Metacognition is

Answer 28

thinking about thinking
or
thinking about cognition

involves executive control

Question 29

Metacognitive stages

Answer 29

Planning - Monitoring - Evaluating

Metacogntive & self questions

Question 30

Planning Stage

Answer 30

What type of task is this? What skills and resources do I need? What are my task goals? How long will the task take to achieve?

Question 31

Monitoring Stage

Answer 31

What are my motivation levels? How well am I going? Do I need to change my approach? Do I need to adapt my task goals?

Question 32

Evaluating Stage

Answer 32

How well did I do? What did I do well? What didn’t work that great? What should I probably change for next time?

Question 33

Metacognitive Cycle

Answer 33

Interruption to the stream of cognition
Monitoring
Recognise the need for repair strategies
Regulating

Question 34

Knowledge of cognition

Answer 34

Declarative knowledge: about one’s skills, intellectual resources and abilities
e.g. I understand my intellectual strengths and weaknesses
Procedural knowledge: about how to implement learning procedures/strategies
e.g. I try to use strategies that have worked in the past
Conditional knowledge: about when and why to use learning procedures
e.g. I can motivate myself to learn when I really need to

Question 35

Metacogntive Awareness

Answer 35

Metacognition is multidimensional
It is domain-general in nature
It is teachable: Metacognitive knowledge and regulation can be improved using a variety of instructional strategies

Question 36

Strategy evaluation matrix

Answer 36

Gives us an idea of what strategies to use and when to use them

Question 37

Strategy evaluation matrix

Answer 37

Gives us an idea of what strategies to use and when to use them

A SEM might be completed by students individually or in groups, over an extended period of time (e.g. monthly).

Promote skillful strategy use, which can significantly improve performance
Promotes explicit metacognitive awareness, even in younger students
Encourages students to actively construct knowledge about how, when and where to use strategies (conditional)

Question 38

Metacognitive Principles (McCombs)

Answer 38

Principle 1: Nature of the learning process.
The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience.
Principle 2: Goals of the learning process.
The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
Principle 3: Construction of knowledge. The successful learner can link new information with existing knowledge in meaningful ways.
Principle 4: Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.
Principle 5: Thinking about thinking
Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.
Principle 6: Context of learning
Learning is influenced by environmental factors, including culture, technology, and instructional practices.