Enhancing Students

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Enhancing Students Self Regulation on Placement

• 5th Annual ESCalate ITE Conference
• Towards a New Era
• 15th May, 2009
• Robert Collins
• Moira Paterson
• Jane Thomson

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Enhancing self-regulated learning Project

• Funded project to enhance student self regulation
  focused on Year 2 and 4 of B.Ed. Degree
• Aims to develop the students responsibility for
  own learning on Teaching Learning Programme and
  on placement
• Re-examines roles and responsibilities on
  placement to place more emphasis on student
• Use of VLE to discuss progress with peers

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CONTEXT internal

• Faculty Strategy to 2011
• We will re-examine placement experiences,
  ensuring that the roles of field professionals,
  of student self-assessment, and of peer support
  and assessment are utilised to enhance student
  learning in the field.
• University Excellence Agenda the imperative to
  re-examine the balance of staff activities.
• Harmonisation in ITE courses

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CONTEXT external

• recognition that peer assessment is powerful for
  all learners, both in the giving and receiving of
  feedback.
• changing culture of collaboration and peer
  observation and mentoring in schools.
• improved partnership arrangements, the growing
  confidence of school staff in mentoring and the
  TEIs role in mentoring the mentors.
• HMIE move to a greater emphasis on self
  evaluation and self regulation in their revised
  inspection procedures for schools

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Following the model developed by Butler and Wynne
(1995) learners will be required to

• analyse tasks and set task goals, a critical step
  that establishes the direction of subsequent
  learning.
• realise their goals through selecting, adapting
  or generating tactics and strategies.
• monitor their performance, i.e. compare their
  current progress with their goals to judge both
  the appropriateness of the goals and their own
  strategic behaviour.

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SRL Innovation Issues B.Ed 2 Teaching Learning
Self-assessment quiz
University Excellence Agenda
SRL TL Modular Audits BEd1
Research Questions

• Student led tutorials

Impact on Future Learning Teaching Management
On-line discussion groups
Peer evaluations on placement (link to assignment
Feedback from students through evaluation
Feedback from tutors
Feedback from Placement Teachers
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Student Experience

• Self-assessment quizzes
• Two research questions
• Group collaboration
• Student-led tutorials
• Lecture
• Increased self-efficacy
• Deep approach to learning

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Aims of the tutorials

• to make them more student led
• to provide opportunities for students to develop
  self regulatory behaviours
• to encourage them to take increased
  responsibility for their own learning
• to engage them in co-constructing knowledge
• to make learning more pro active

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What does self-regulated learning mean to the
students?
in the sense you are doing all the learning
yourself, youre finding it out and reflecting on
it and thinking what I really learned from me
actually doing it rather than someone else
teaching me

• Taking more responsibility (general agreement)
  knowing what your goals are, setting out how your
  plans how you are going to achieve them and
  evaluating to make sure you fulfil
• them

• Becoming more independent
• using your initiative to improve

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How did students judge the teaching and learning
module?
It was a massive learning curve from first year
and Ive actually enjoyed it, as much as it has
been hard work, Ive learned so much as a result
not just about the course, but about myself and
how I cope with things
And your confidence grew too, youre doing
presentations every week there were some days I
resented having to do it because there were other
assignments to be done and seemed so more
important and I felt I couldnt be bothered doing
it, and Id rather have spent the time on other
things, but looking at it, it was worth it,
looking back it was good .
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Even small things, like our tutorials were
student led, so we had to organise everything,
how we sat, how the groupings were, how we were
presented the information, so we were learning
all the time and everything was relevant to
placement, there was nothing we didnt use.
Teaching and learning presentations, I didnt
realise at the time, it was only after all the
assessments and reflecting on it, our doing the
presentations week on week meant in the classroom
you were much more confident, taking the floor,
taking the kids .
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SRL Innovation Issues
Strategic Management Overview
Pre-existing SRL Range Flexibility in Module
PC403
New SRL Operational Management Innovations
SRL TL Modular Audits BEd1/BEd3

• Description/ Justification of SRL Toolset 2008-09

Impact on Future Learning Teaching Management
Comparative Student Evaluations 07/08-08/09
Evaluation Strategy 2008/09
Initial Evaluation Analysis Students
Initial Evaluation Analysis Tutor NGT results
Initial Evaluation Analysis Mentor Teachers
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New Tools and Processes Supporting SRL Session
2008/09

• Self efficacy tool
• Joint student-teacher evaluation
• Online discussion groups
• Tutor Visit 2

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Student Perspective
The following have contributed to my professional
development
SA A DA SDA NR
Self efficacy tool 5 19 31 43
Peer evaluation 42 40 12 2 3
Tutor Visit 1 80 14 0 2
Triadic meeting 42 35 13 1 5
Joint evaluation 46 37 9 3 3
Tutor Visit 2 67 24 2 3 2
Online discussion groups 3 7 21 21 46
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Student Perspective
The following have contributed to my professional
development
SA A DA SDA NR
Self efficacy tool 5 19 31 43
Peer evaluation 42 40 12 2 3
Tutor Visit 1 80 14 0 2
Triadic meeting 42 35 13 1 5
Joint evaluation 46 37 9 3 3
Tutor Visit 2 67 24 2 3 2
Online discussion groups 3 7 21 21 46
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Student Perspective

• I found the self-efficacy tool useful but I
  added in numbers as well to represent always
  sometimes hardly ever and never and found this
  was easier to complete
• I feel the self-efficacy tool could be more
  specific to your individual needs. I felt the
  headings of the self-efficacy tool were all very
  similar
• Self efficacy tool-This too was not seen to be
  important or explained or adapted for us. It
  would have been more beneficial if the point of
  this had been more stressed from the beginning
• Learnonline may have been more useful for
  students who were on their own or who were in a
  school far away from any others
• Learn on line discussion groups were not useful
  as I tended to discuss with teachers friends and
  stage partner.
• Learn on line groups were not used at all

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Student Perspective
The following have contributed to my professional
development
SA A DA SDA NR
Self efficacy tool 5 19 31 43
Peer evaluation 42 40 12 2 3
Tutor Visit 1 80 14 0 2
Triadic meeting 42 35 13 1 5
Joint evaluation 46 37 9 3 3
Tutor Visit 2 67 24 2 3 2
Online discussion groups 3 7 21 21 46
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Student Perspective

• I felt the second tutor visit was a very good
  idea as it allowed you to talk about placement as
  a whole and not just the one lesson
• The 2nd visit is not needed in all cases.
  However knowing that the tutor is there for you
  if you needed him is very important in your well
  being and confidence
• Two tutor visits per placement are required.
  Students need this support and reducing it to one
  visit puts too much pressure on all involved and
  is completely unrealistic
• I feel I would have benefited from completing
  the joint evaluation earlier on in the placement
  to enable me to focus action points for my own
  learning. I feel I would have benefited from
  completing the joint evaluation earlier on in the
  placement to enable me to focus action points for
  my own learning

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Student Perspective
n
Observation and assessment 23 21
Discussion on professional development 82 74
There was no difference in the value that
students placed on the second tutor visit with
almost 70 of both groups strongly agreeing that
it had contributed to their professional
development.
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Student Perspective
Teacher 07/08 08/09 (SA/A) (SA/A) Tutor 07/08 08/09 (SA/A) (SA/A)
My teacher/tutor explained the evidence on which s/he based my school assessment for
Professional knowledge understanding 79 82 96 98
Professional skills abilities 80 93 94 97
Professional values and commitment 79 91 96 97
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Student Perspective
Self-Regulated Learning Self-Regulated Learning SA A
1 Regular self-reflection has increased my awareness of my professional knowledge and skills as a teacher 67 30
2 I enjoy setting myself challenging goals in the classroom 46 50
3 Monitoring the rate of my progress has helped my motivation to improve 45 47
4 I am now more aware of the teaching strategies I use and the effectiveness of my practice 69 31
5 I am now more aware that monitoring my self-confidence relates to my success in teaching 51 42
6 I am now more willing to persevere to achieve challenging goals 49 47
7 I am now more aware that using professional feedback supports my learning 72 27
8 I am now more aware that using peer feedback supports my learning 48 46
9 I am now more aware that the opportunity to discuss issues with peers impacts positively on my learning 62 36