Self-Regulated Learning

Definition of Self-Regulation

  • Self-Regulation: Defined by Barry Zimmerman and Dale Schunk as "the process we use to activate and sustain our thoughts, behaviors, and emotions in order to reach our goals."

Influences on Self-Regulation

  • Knowledge:

    • Understanding preferred learning approaches.
    • Identifying what is easy and hard.
    • Utilizing strategies to cope with challenging material.
    • Recognizing personal interests and talents.
    • Learning to utilize personal strengths effectively.

  • Motivation:

    • Believing in the ability to improve intelligence and skills.

  • Volition:

    • The will-power necessary to pursue goals.
    • Protecting opportunities necessary to meet objectives.
    • Influenced by perceived control over the task.

Steps to the Cycle of Self-Regulated Learning

How these were applied in the Skyscraper Activity:

  1. Analyzing the Task:

    • Understanding the nature of the task, resources available, and applicable prior knowledge.

  2. Set Goals and Devise Plans:

    • Determining the effort needed and assessing prior experience with similar tasks.

  3. Enact Strategies:

    • Using prior knowledge and managing cognitive load effectively.

  4. Regulate Learning:

    • Engaging in metacognitive monitoring and exerting metacognitive control during the process.

Guidelines for Supporting Self-Regulation

  • At Home and in School:
    • Value and promote encouragement.
    • Model self-regulation behaviors.
    • Involve families in generating strategy ideas.
    • Provide guidelines to foster self-regulation.

CASEL Core Social and Emotional Skills

  1. Self-awareness: Understanding one’s own emotions, thoughts, and values.
  2. Self-management: Ability to manage one’s emotions, thoughts, and behaviors in different situations.
  3. Social awareness: Ability to understand the perspectives of others and empathize.
  4. Relationship Skills: Developing and maintaining healthy relationships.
  5. Responsible Decision Making: Making ethical, constructive choices about personal and social behavior.

Guidelines for Encouraging Emotional Self-Regulation

  • Creating a Trusting Classroom Environment:
    • Foster a climate of trust among students.
  • Helping Students Recognize and Express Feelings:
    • Assist in the identification of feelings and developing emotional expression.
  • Fostering Empathy:
    • Guide students in recognizing others' emotions.
  • Coping Strategies:
    • Provide techniques to manage overwhelming emotions.
  • Cultural Differences:
    • Highlight varying emotional expression across cultures.

Cognitive Behavior Modification Steps for Managing Anger

  1. Cognitive Modeling:
    • An adult narrates self-talk while performing a task.
  2. Overt Guidance:
    • Child follows adult’s instructions to perform the same task.
  3. Overt Self-Guidance:
    • Child instructs themselves aloud while performing the task.
  4. Faded Self-Guidance:
    • Child whispers instructions while completing the task.
  5. Covert Self-Instruction:
    • Child uses private speech to guide their performance during the task.

Example for Managing Anger

  • Scenario: Handling anger
    1. Identify feelings and articulate a response to the situation.
    2. Employ breathing exercises to find calm.
    3. Use self-talk to maintain emotional control without reacting impulsively.
    4. Apply quiet self-instruction either verbally or mentally.
    5. Recognize the benefits of private speech in emotional regulation.