Engaging Your Students in Self-Regulated Learning
This session will help us design and incorporate SRL activities into courses without incurring undue evaluating student work: at start of course, readings, lectures. Mark major assignments using a rubric. Consider pass/fail marking for minor assignments given that the student meets length requirements and makes a good faith effort.
Start of Course
1. Reading assignment on learning and thinking.
2. Goal-setting: “How I earned an A in this course”. Follow with group discussion wherein C students will learn from A students.
3.Reflective writing on nature of subject. This will activate students’ prior knowledge and reveal misconceptions.
4. Essay questions on course material.
5. Self assessment of metacognition about knowledge, emotions,a d control of environment. Tools available online.
6. Knowledge surveys: questions collated from course outcomes, old test questions, etc. Assess students own appraisal of knowledge, understanding, not correct answers.
Students routinely overestimate their own abilities, especially less gifted students.
Live Lecture Wrappers
Periodic free-recall. Pause after 10-20 minutes, ask student to close notebooks and write down all important points, leaving space for missing info contributed by neighbor student. Students can then ask questions about points they are not clear on.
“Concepttests”: give students clickers and have them answer multiple choice questions. Have them try to persuade neighbour of answer. This takes one minute. Repeat. More right answers, more confidence. Give right answer.
Active listening checks: Tell students to listen actively and take notes. At end, they list 3 most important points. Tell them the 3 most important points. Student performance improves from 45% to 75% after three rounds.
Minute papers on day’s class: ask students to write about most useful/important/surprising/immediately useful/striking/distracting feature of lecture.
Reading or video Wrappers
Reflective study questions: most important points, points of confusion, comparisons, connections to prior learning, existing knowledge framework, affective reactions, beliefs, emotions.
Self-Testing: Read, recall, Review. Read, close book, write down everything recalled, review chapter for missing information. This exercise improves immediate and delayed recall, takes less time than note-taking, gives learner immediate feedback, and students score higher than others who read multiple times.
Visual Study Tools: improve comprehension, foster long-term retention, facilitate retrieval, structures memory, reduces cognitive load, takes less memory. Examples: flowcharts, concept circles, hierarchical mind maps, matrices, etc.
Students in pairs think aloud about how to do homework.
Identify confidence level before/after exercise.
Papers and Projects
Students describe strategy on writing process
Students explain own reasoning in solving problem.
Students assess skills learned and relevance to career.
Students compile and evaluate own portfolio of work.
Students paraphrase instructor feedback on essay.
Identify errors from problem with incorrect answer.
Students identify why assignment is valuable, what they learned, what they would do differently.
Fuzzy problems: Students describe process of solving complex problem.
Students give advice to incoming students. Pick top ten and post to
Connect to course outcomes
Monitor and describe SR behaviors: goal-setting, self-observation, feedback use. Evaluate students’ self-perceptions.
1. Compare expected/actual performance
3. Hours studied?
4. How did you study?
5. Why did you lose marks?
6. Set goal for next exam. What will you do differently?
7. Re-solve incorrect answers.
8. Write/revise study plan for each test.
9. Complete “Test Autopsy”. – see quiz matrix.
Marking essays: put a check mark in margin for every spelling or grammatical error – on just one page of the essay. Students can earn back marks by correcting errors.