I have a problem…

I want to teach my students to

solve problems like experts do…

Do you have any advice?

Self-Regulated LearningAnd Problem-Solving Success

Before we begin…

what are the key vocabulary

words I need to know?

Vocabulary• Self-regulated learning - an active, constructive process whereby

learners set learning goals, monitor, regulate, and control their cognitive and metacognitive processes in the service of those goals (Azevedo, 2010).

• Metacognition - the individuals’ awareness of their own knowledge, learning preferences, styles, strengths, and limitations, as well as their awareness of how to use this knowledge (Magno, 2010).

• Problem-Solving – a mental process which is part of a larger problem process that includes problem finding and problem shaping (Wikipedia).

• Motivation - an internal state that arouses us to action (Ormrod, 2008).

• Self-efficacy - a person’s belief in his or her ability to succeed in a particular situation (Dweck, 2007).

what will I learn from this video?

As an educator, mentor and parent,

Learning Objectives

Examine the concept of self-regulated learning and relate it to student learning and performance.

Connect self-regulated learning to metacognition.

Apply knowledge to test hypothesis.

Reflect on ways you can enhance motivation and self-efficacy.

In this presentation you will :

Hmmm…

how does self-regulated learning fit into

the “big picture” of problem solving?

Schraw, G., Crippen, K. J., & Hartley, K. D. (2006)

Simple StrategiesProblem solving Critical Thinking

Knowledge of CognitionRegulation of Cognition

Self-EfficacyEpistemology

Self-Regulated Learning

Cognition Metacognition Motivation

Ok…

now I understand how self-regulated learning

is connected to problem-solving ability…

…but exactly…

…how will teaching self-regulated learning

improve the way my students

solve problems?

Now that is expert thinking

and great teaching advice…

I have a question…

How do expert learners differ from novice learners when it comes to problem-

solving?

How does research explain the differences in

novice and expert problem solving performance?

Pintrich, 2002, cited in Wirth 2008

Novice Problem-SolversElapsed Time (minutes)

Strategy

0 1 2 3 4 5 6 7 8 910

11

12

13

14 15 1617

18

19

Read

Analyze

Explore

Plan

Implement

Verify

Interesting, novice learners spend too

much time using one strategy…

…how do expert-learners use their time?

Expert Problem-SolversElapsed Time (minutes)

0 1 2 3 4 5 6 7 8 910

11

12

13

14

15

16

17

18

19

Read

Analyze

Explore

Plan

Implement

Verify

Pintrich, 2002, cited in Wirth, 2008

How can I teach self-regulated learning

skills?

Planning for Self-Regulated Learning

• Problem solving begins with the task definition stage. First a student generates her own perception about what the task is, and what constraints and resources are in available.

• Next, the student generates goals and constructs a plan for addressing the task.

• In the enactment stage, the previously created plan is carried out.

• During the adaptation stage, metacognitive processes are used to adapt learning both within the task and more globally.

Winne and Hardwin (1998) cited in Greene and Azevedo, (2007)

Do you know some instructional strategies

that work?

Strategies for Teachers• Model expert planning strategies while teaching subject matter

• Connect previous knowledge to current learning concepts

• Activate metacognitive thinking through guided inquiry

• Synthesize knowledge by having students reflect on their learning process

• Transfer knowledge by planning problem solving sets with like solution processes

J. Ormrod 2008

What are some classroom projects

I can use?

Exploring Density,

5th grade

Collaborative Writing, 3rd grade.

Community Service Project,

High School

Again...

What are the phases of self-regulated learning?

Phases of Self-Regulated Learning

TaskDefinition

Goal Setting and

Planning

Enactment

Adaptation

Greene and Azevedo, 2007

You said inquiry approach...

…that means asking metacognitive type

questions…

...what are some questions a teacher can teach her students to

ask themselvesthat stimulates

expert-like thinking ?

Questions to Stimulate Self-regulated Learning

J. Ankenbauer; MM1051 MVCR-University of Illinois

Monitoring Thinking-What did I get out of this exercise?-What am learning from this?-Did I understand this?-Do I have unanswered questions?-Do I understand what I learned enough to apply it?

Enabling Auditory and Visual Learning

-Can I use images and words to unpack this concept?-Can I uncover patterns, links and relationships visually?

Consciously Identifying Big Ideas

-What specifically is the big idea?

-Should I stop and ask questions?

-Should I wait and revisit later?-Have I identified the accuracy of thisknowledge?

Consciously Making Connections

-How can I apply it?-Where can I apply it?-Can I identify how important this knowledge is and the reasoning underlying this perception?

Leveraging What I Know

-What do I know from “X” that can help me solve this problem?-What explicit connections to other discussions can I make?

Leveraging the Knowledge of Others

-What do my classmates and/or colleagues know about this?

-What insights do they have that can enrich my understanding?

In other words...

Self-regulated learning helps students• Analyze a problem solving situation more efficiently

• Apply previous knowledge to current problem solving situation

• Construct logical solutions to ill formed problems

• Test hypotheses

• Transfer knowledge, learning strategies and skills to other problem settings

Super!

…but before I teach it, let me practice…

Applying what I learned…Watch as Carol Dweck discusses ‘growth' versus 'fixed' minds.

1. How does Dweck’s theory of Mindset combine with a student’s application of self-regulated learning strategies to influence their learning?

2. Identify one area in your practice where increased knowledge of self-regulated learning, self-efficacy and metacognition will enhance instruction. Explain by giving an example.

3. Identify how important knowledge of SRL is to teaching and give at least two reasons that justify your perception.

URL for Youtube: http://youtu.be/MTsF2TaEaJA

CreditsPresentation J. Ankenbauer

Project-Based Learning ProjectMVCR-University of Illinoishttp://www.ion.uillinois.edu

PhotosBadgerFish Acoustic Doppler Current Profiler

W. Roznik, K. AnkenbauerUniversity of Wisconsin-Madison

Almaty International SchoolAlmaty, Kazakhstan

Works Cited Azevedo, R. (2009) Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning (2009) 4:87–95Azevedo, R, Moos, D. Johnson A., Chauncey A. (2010) Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia

Learning: Issues and Challenges. Educational Psychologist. Vol 45, Issue 4, pg. 210-223.Dweck, C. (2007) Psychology professor discusses 'growth' versus 'fixed' minds. Youtube: http://youtu.be/MTsF2TaEaJAFlavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 -

911.

Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334-372

Greene, J.A., Costa, L.J., Robertson, Y, Deekens, V. (2010) Exploring relations among college students’ prior knowledge, implicit theories of intelligence, and self-regulated learning in a hypermedia environment. Computers & Education 55 (2010) 1027–1043

Lovett, (2008). Teaching Metacognition. Presentation to Educause Learning Initiative Annual Meeting. 29 January, 2008.Magno, C. The role of metacognitive skills in developing critical thinking. Metacognition Learning (2010) 5:137–156

Ormrod, J. (2008). Human Learning. Pearson Merrill-Prentice Hall.

Pieschl, S, Stahl, E., Bromme, R. (2008) Epistemological beliefs and self-regulated learning with hypertext. Metacognition Learning (2008) 3:17–37

Pintrich, P, DeGroot, E, (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance . Journal of Psychology 1990 V83, No1, 33-40.

Pintrich, P. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. Theory into Practice. 2002Schraw, G., Crippen, K. J., & Hartley, K. D. (2006). Promoting self-regulation in science education: Metacognition as part of a broader

perspective on learning. Research in Science Education, 36(1-2), 111-139. http://crippen.nevada.edu/home/index.php?option=com_content&view=article&id=54&Itemid=94 Springer, S. Metacognition (2009) www.cmaps.ihmc.usWirth, K. (2008). A Metacurriculum on Metacognition. Keynote address given at the 2008 workshop: The Role of Metacognition in Teaching

Geoscience http://serc.carleton.edu/NAGTWorkshops/metacognition/wirth.htmlZimmerman, B, J. (2002) Becoming a Self-Regulated Learner: An Overview. Theory into Practice, Vol 41, No 2. Spring 2002