COLLABORATION PHASE II

Self-regulated and strategic

learning

THE CASE

A young teacher of the English language in 5th grade is very enthusiastic about teaching. He likes to give various tasks to his students, and always helps students to accomplish them during the lesson.

THE CASE

He gives home task usually already in the end of the lesson, when the bell is ringing. Sometimes he doesn’t even say it aloud, just writes down on the blackboard.In the textbook all the tasks are explained in English, and sometimes students can’t fully understand them.

THE CASESome students do the task not the way the teacher was expecting them to do it, and some other students don’t do the task at all because they don’t know how and think they will do it wrong anyway.

Though, there are students who cope with home tasks well. The teacher wonders why some of his students are so active and successful during lessons, but have difficulties with doing their home task.

CONCEPTS

• features of a task• misconceptions about tasks• low self-efficacy• abilities for self-regulation

SOLUTIONS

Recommendations to the teacher:•Time for explaining home task•Explicit instruction + strategy instruction•Guidelines (for example, worksheets)

SOLUTIONS

Recommendations to the teacher:•Active task interpretation•Students’ questions•Feedback

THANK YOUReferences:

• Butler, D. L., Cartier, S. C. (2004). Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record, 106 (9), pp. 1729-1758.

• Greene, J., Azevedo, R. (2008). A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions. Review of Educational Research. Vol. 77, No. 3, pp. 334-372.

THANK YOUPictures by:

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