Author
Lyn
Corno & Judi Randi (Teacher's College, Columbia University)
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Goals & Preconditions
- The primary
goal of this theory is to foster self-regulated learning among students
and teachers. This includes developing teachers' potential as innovators,
problem solvers, and experiential learners. The major preconditions
are a situation where self-regulated learning is an important goal
and there is sufficient time to develop self-regulatory skills in
the learners.
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Values
- Student self-regulated
learning, both as an end and as a means to support improved subject-matter
competence
- Supporting students'
pursuit of learning goals
- Teacher self-regulation,
to develop their own models for teaching self-regulated learning to
their students.
- Contextualized
professional development that focuses on teachers' skills for inquiry
and inventing new instructional practices
- Linking
research and practice. methods.
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Methods
For a teacher:
- Collaborate with
a researcher to generate appropriate methods and foster your own self-regulated
learning.
- Structure the classroom for self-regulated learning.
- Refocus the
evaluation system to emphasize qualitative aspects of student work,
rather than ranking students by "grades," especially in
the early stages of learning new skills.
- Encourage students
to set criteria and select assignments.
- Prime the students.
- Prepare the
students for reflective self-evaluations and peer evaluations.
- Provide explicit
instruction in planning, self-monitoring, and resource management
- Teach them how
to seek help when they need it.
- Provide ample
opportunities for students to engage m self-regulated learning
and to feel successful.
- For students
who need it, provide explicit instruction and labeling of self-regulatory
strategies from the beginning. For all other students, model and label
self-regulatory learning strategies only in response to students'
own efforts.
- Have students
inductively identify self-regulatory strategies in meaningful I literature
and students' own life experiences (through group discussion and class
presentation).
- Have students
experience SRL vicariously, and suggest SRL strategies for others,
before they articulate and develop their own SRL strategies (e.g.,
in- vent self-regulatory strategies for characters in literature before
they write about personal experiences).
- Have students
write essays about their own self-regulatory experiences" then
analyze their own essays for evidence of strategy use.
- Encourage students
to select homework partners who share perspectives and practice articulating
SRL habits.
- Provide qualitative
feedback on students 'work that models SRL strategies.
- Continually
assess students' readiness and adjust instruction to support students
who need it and stretch others.
- Design the culminating
assignment in a way that allows each student to incorporate something
s/he is dealing with in life.
For a researcher:
- Encourage teachers
to engage in self-regulated learning about their teaching
methods.
- Use the cycle
of planning, enacting, and reflecting on their lessons.
- Expose teachers
to various teaching methods (models of instruction).
- Help teachers
adapt those methods to their classrooms.
- Help teachers
invent new instructional methods.
- Help teachers
evaluate their new instructional methods, with students as the focus.
- Encourage teachers
to articulate what they learned and how, to bring teachers' own
self-regulatory strategy use to a conscious level!
- Help teachers
to reconcile their new teaching methods with "old" ones.
- Encourage trust,
experimentation, and problem-solving.
- Approach research
with teachers as an opportunity for collaboration and shared expertise.
- Use work with
teachers to develop new modes of data collection and new ways of evaluating
instructional effects.
- Use collaborative
research and new modes of data collection to contribute to the knowledge
base on SRL
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Major Contributions
- This design
theory emphasises self-regulated learning and how to foster it. It
also provides ways of fostering appropriate teacher development to
use the approach effectively with students.
Additional Resources
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