Self Regulated Learning, Metacognition

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Self Regulated Learning, Metacognition
Metacognitive Skills
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Introduction

• Four-step plan outlined that can help learners to
  increase their success in learning
• 1. Spend enough time
• 2. Build up an integrated knowledge base
• 3. Develop a range of strategies suitable for
  the present course
• 4. Believe that they can succeed if they stick
  to steps 1 through 3

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• Helps learners become self-regulated because
• - gives them a clear plan for improving their
  success in learning,
• - helps them understand the important
  relationship between knowledge, strategies
  motivation.
• Without self-regulatory skills, learners are at
  greater risk of dropping out or failing because
  they attribute their learning problems to lack of
  ability. (Graham, 1991)

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• PART I
• Self Regulated Learning

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Definitions of Self-Regulation in Learning

• Self-regulation refers to learners' ability to
  understand control their learning.
• (Schunk Zimmerman 1994)
• The learners ability to make adjustment in their
  own learning processes in response to their
  perception of feedback regarding their status of
  learning.
• (Graham Harris, 1992)

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• A self-regulated learner is a person who is
  self-motivated, one who has takes the initiative,
  one who has a clear idea of what he wants to
  learn, one who has his own plan for pursuing
  achieving his goal.
• (Nunan, 1989)

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• Conclusion
• These types of learners
• know their needs
• work productively
• can learn both inside outside the classroom
• learn with active thinking towards the
  achievement of their objectives.

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Concept of Self-Regulation in Learning
Will
Skill
Knowledge base
Motivation
Strategies
Self-efficacy
Feedback
Deliberate practice
Attribution
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The Will to Learn

Motivation
includes
Attribution
Self-efficacy
Goal orientations Intrinsic motivation Hope Percei
ved control
modified by
Teacher
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• Motivation is the process whereby goal-directed
  effort is initiated sustained.
• Different types of motivational beliefs
• - self-efficacy (Bandura, 1997)
• - attributions (Weiner, 1986)
• - goal orientations (Dweck Leggett, 1988)
• - intrinsic motivation (Kohn, 1993)
• - hope (Synder, 1995)
• - perceived control (Deci Ryan, 1987)

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Self-efficacy

• The degree to which individuals possess
  confidence in their ability to achieve a specific
  goal.
• Compared with students who doubt their learning
  capabilities, those with high self-efficacy for
  accomplishing a task participate more readily,
  work harder, persist longer when they encounter
  difficulties.
• (Bandura, 1977)

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• High self-efficacy affects
• - engagement
• - persistence
• - goal setting
• - various aspects of performance
• E.g., the amount of strategies used the
  degree to which students monitor their learning

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• 4 factors that can affect the relative strength
  of ones self-efficacy judgements (Pajares,
  1996)
• 1. The current skill level such as the
  availability of knowledge strategies
• 2. The intentional unintentional modeling
  from skilled peers or teachers
• 3. The verbal influence
• 4. Ones current psychological state

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Attribution

• Fundamental interpretations learners provide
  themselves to explain their academic success
  failure.
• E.g., many college students who struggle in
  calculus attribute their failure to low ability
  rather than lack of relevant knowledge,
  strategies, or practice.

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• 3 fundamental dimension of attributional
  responses (Weiner, 1986)
• a) locus of control - internal vs. external
  causes
• b) stability - short vs. longstanding effects
• c) controllability - controllable vs.
  uncontrollable.
• Different attributions elicit a variety of
  distinct emotions in learners. E.g., attributing
  failure to a teacher (i.e., an uncontrollable,
  external, unstable cause) is less debilitating
  than attributing failure to low ability (i.e., an
  uncontrollable, internal, stable cause).

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Negative attribution styles
Can be changed by

• - Low grades
• - Less help seeking
• - Vaguer goals
• Poorer use of
• learning strategies
• Lower performance
• expectations

Aware of their attributions guided by
knowledgeable teachers
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The Skill to Learn

• 2 aspects
• - knowledge base
• - strategies
• These two aspects can give impact changes on
  the learners.

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Knowledge base

• An important for effective learning.
• Ways to organize the knowledge base to improve
  teaching, e.g.
• - the use of concept maps
• - structured problems
• - opportunities for group-based learning
• Effective teachers also emphasize the role of
  planned practice, including daily reading,
  completion of in-class projects, homework
  expert modeling.

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• Skill development expertise is strongly related
  to the time efficiency deliberate practice
• - the more one practices, the better one gets,
  regardless on initial talent ability.
• Initial differences due to talent ability
  decrease over time as a function of practice.
• - highly talented individuals lose their edge
  over time if they do not practice compared to
  less talented individuals.

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Strategies

• Refer to learning tactics used intentionally to
  accomplish a specific goal or purpose.
• Essential to effective learning
• - enable learners to use their limited
  cognitive resources more efficiently,
• - approach problems more systematically,
• - increase positive motivational beliefs such as
  self-efficacy

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Motivation Strategy Use in the Self-Regulation
Process

• Motivation strategies each contribute to
  academic success at all age levels.
• - motivational variables often referred to as
  the will component of learning
• - strategies referred to as the skill component
• Learners need both the will the skill to
  succeed in learning.

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• Contribution of the will the skill in
  academic learning
• 1. Through mutual interchange between will
  (i.e., self-efficacy) skill (i.e., strategy
  instruction) components.
• - self-efficacy ?, learners are more suitable
  to use strategies.
• - strategy instruction ?, students become
  more self-efficacious.

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• 2. Through mutual interchange between will
  components.
• - E.g., higher self-efficacy is related to
  adaptive attributional responses such as
  increased effort strategy use.
• 3. Through a joint exchange between skill
  components.
• - E.g., gaining of new knowledge typically
  increases the efficiency of strategy use.

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How to Improve Self-regulation in Learning?
Attributional retraining
Modeling
Informational feedback
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Modeling

• The process of intentionally demonstrating
  describing the component parts of a skill to a
  novice of student.
• Peer models the most effective because they are
  most similar to the individual observing the
  model.
• Teacher models the only person in the classroom
  who adequately can model a complex procedure.
• Modeling increases strategy use self-efficacy.
  (Schunk, 1989)

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• Seven-steps plan of effective modeling
• 1. Create a rationale for the new learning
  skill.
• 2. Model the procedure in its entirety while the
  students observe.
• 3. Model component parts of the task.
• 4. Make explicit the otherwise tacit strategies
  you use to solve problems.
• 5. Allow students to practice component steps
  under teacher guidance.
• 6. Allow students to practice the entire
  procedure under teacher guidance.
• 7. Have the student engage in self-directed
  performance of the task.

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How to Improve Self-regulation in Learning?
Effective modeling
provide
provide practice
Rationale
demonstrate
Component
make explicit
Model all
Component
give
Component
Example
Supervised practice all
Strategies
demonstrate
Example
Model part
Unsupervised practice
Model part
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Feedback

• Refers to explicit information provided about the
  process products of their work.
• Types of feedback
• 1. Teachers feedback
• - improves performance self-efficacy
• 2. Students feedback
• - equally effective in many situations
• 3. Self-generated feedback
• - enables students to self-regulate their
  performance without teacher or peer-model
  assistance

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Attributional retraining

• Refers to helping individuals better understand
  their attributional responses develop responses
  that encourage task engagement.
• Attributional retraining programs
• 1. Individuals are taught how to identify
  undesirable behaviours, e.g. task avoidance
• 2. Attribution underlying avoidant behaviour are
  evaluated
• 3. Alternative attributions are explored
• 4. Favourable attributional patterns are
  implemented.

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• PART II
• Metacognition Metacognitive Skills

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Definition of Metacognition

• Knowledge and awareness of cognitive processes
  our thoughts about thinking.
• Being aware of ones own cognitive processes or
  knowing about what one knows.
• What we know or dont know and regulating how we
  go about learning.
• Essential skill for learning to learn.
• Enable us to be successful learners associated
  with intelligence.

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Meta-AttentionThe Development of Attention
Strategies

• Meta attention develops naturally
• Teachers effort can enhance it students become
  more self-regulated
• Older children are more aware of the importance
  of attention
• better at directing attention toward important
  information
• better at ignoring distracting and irrelevant
  stimuli (Berk, 2001)

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MetamemoryThe Development of Memory Strategies

• Older children and adults are much better than
  young children at using strategies for
  remembering information. (Short, Schatschneider
  Friebert, 1993)
• Older learners are more aware of their memory
  limitations. (Everson Tobias, 1998)
• Instruction can make students aware of their
  memory capacities and the importance of matching
  strategies to the demand of a task

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Metacognition in the Information Processing Model
METACOGNITION
rehearsal
attention
perception
response
SENSORY MEMORY
LONG-TERM MEMORY
WORKING MEMORY
rehearsal
encoding
STIMULI from the environment
retrieval
(lost)
Forgotten (perhaps recoverable)
(lost)
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Development of Metacognition

• CHILDREN (Flavell, 1971)
• metacognition is quite limited
• Metamemory knowledge about the way memory works
• Little monitoring on the way they use language,
  form concepts, solve problems etc.
• 3 4 yr easier to remember a small set of
  pictures than large set
• 6 yr know that familiar items are easier to
  remember than unfamiliar ones
• 8 yr easier to remember a series of words-part
  of a narrative rather than a list

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• Preschoolers wildly optimistic in memory
  estimation.
• Grow older estimates become modest actual
  memory spans increase.
• College student realistic in their estimation
• Metacomprehension accessing whether you
  understand what you are reading / what is being
  said to you your knowledge thoughts about
  comprehension.
• Awareness of countering difficulty in
  comprehension develops with age (Markman)
• Good poor students differ their ability to
  assess their metacomprehension.

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• ELDER (Lovelace and Marsh, 1985)
• Metamemory persons ability to predict item
  would be recalled at a later time
• IF memory
• Accuracy in predicting which specific items will
  be recalled which will be forgotten two
  groups are not differ
• Ability to predict total number of items recall
  differ
• Young adults are accurate
• Elder people overestimate their recall

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Metacognition in Self Regulation
Metacognition
Regulation of Cognition
Knowledge of Cognition
Knowledge Base
Knowledge Of Memory
Evaluation
Planning
Conditional Knowledge (when, where, why)
Monitoring
Strategies
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Metacognition is important for 2 reasons

• Use knowledge strategies much more efficiently
• high level students engage in deeper
  processing learn more without effort
• balance for average or low ability awareness
  is high, students perform faster more
  efficient.
• Understand the role of metacognition in
  self-regulation by
• teacher discuss the importance of metacognition
  knowledge
• teacher construct their own metacognition
• group discussion

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The Importance of Metacognition

• Create effective learning environment
• Enhance accurate perception
• Regulate the flow of information through working
  memory (Schraw Moshman, 1995)
• Influences the meaningfulness of encoding
• (Bruning et. al., 1999)

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Metacognitive Knowledgeacquired knowledge about
cognitive process

• PERSON everything that one could come to believe
  about oneself others as learners or cognitive
  process. (intrainter individuals universals)
• TASK know whether or not a task calls for
  deliberate learning
• have knowledge of task demands
• relate with knowledge about the information
  involve in a cognitive enterprise
• STRATEGY strategies that can be used effectively
  in the accomplishment of certain cognitive tasks.
  
• (Flavell, 1979, 1981a, 1981b)

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Metacognitive Regulation

• Metacognitive experiences use of metacognive
  strategies or regulation
• sequential processes that one uses to control
  cognitive activities ensure that cognitive goal
  has been met
• help to regulate and oversee learning.

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Metacognitive Skills

• Def self-assessment ability to assess ones
  own cognition
• self management ability to manage ones
  further cognitive development
• Importance teachers with metacognitive
  functioning helping learners in develop skills
  in metacognition
• use of specific techniques (concept map)
• more aware understand
• metacognition and constructivism
• development of skills

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• The End