Hadwin Lecture SRL
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This document provides an overview of self-regulated learning from Dr. Allyson Hadwin. It discusses key components of SRL including cognition, motivation, behavior, and metacognition. Common challenges to SRL are outlined, such as poor task understanding, vague goals, weak strategy use, and deficiencies in monitoring and self-evaluation. The document emphasizes that SRL can be improved through practice and introduces Winne and Hadwin's model of SRL as a framework. Activities in the KoMe course aim to help students strengthen task analysis, goal-setting, strategy selection, and self-reflection.
Hadwin Lecture SRL
- 1. Self-regulated Learning: Introduction Dr. Allyson Hadwin Department of Educational Psychology & Leadership Studies Technology Integration and Evaluation Research Lab (TIE) Dr. Allyson Hadwin Educational Psychology
- 2. Faculty of Education Dr. Allyson Hadwin Who am I? Associate professor in Educational Psychology Co-director of the Technology Integration & Evaluation Research Laboratory University of Victoria, BC, CANADA Visiting professor at University of Oulu Dr. Allyson Hadwin Educational Psychology
- 3. Faculty of Education Dr. Allyson Hadwin MY RESEARCH FOCUS Social Construction of Self-regulated Learning How do students learn to strategically adopt and adapt study strategies for learning solo or in collaboration with others? Study Skills support and research Computer Supported Collaborative Learning Scaffolding SRL
- 4. Faculty of Education Dr. Allyson Hadwin I believe people can learn to be successful learners Dr. Allyson Hadwin Educational Psychology
- 5. Faculty of Education Dr. Allyson Hadwin Overview of Lecture What is SRL? What are the key components & processes in SRL? Why is SRL important? Theories and Models of SRL SRL, shared RL and this KoMe course Dr. Allyson Hadwin Educational Psychology
- 6. Faculty of Education Dr. Allyson Hadwin What is self-regulated learning? Active and proactive learning Process of learning to monitor, evaluate, and regulate (or change) your own Learning and thinking Motivation Behaviour Lifelong process that you develop and refine over time Dr. Allyson Hadwin Educational Psychology
- 7. Faculty of Education Dr. Allyson Hadwin Think of a time when you were a really successful learner. Dr. Allyson Hadwin Educational Psychology
- 8. Faculty of Education Dr. Allyson Hadwin Educational Psychology Successful Learners… seek out information when needed and regulate learning – not passive recipients or bi-standers. apply systematic and controllable processes to accept greater responsibility for their achievement outcomes (Zimmerman, 1990). plan, set goals, organize, self-monitor, and self-evaluate at various points in the learning cycle (Corno, 1986, 1989). engage in a “ self-oriented feedback ” loop –monitor the effectiveness of their learning methods or strategies and react to feedback by changing perceptions, beliefs or strategies Carver & Scheier, 1981).
- 9. Faculty of Education Dr. Allyson Hadwin Learning to SRL = experimenting with your learning Identify a problem Set goals Make plans and set procedures Collect data about how things are going Compare findings to original goals Based on your findings, you make changes to the goals, plans or strategies Dr. Allyson Hadwin Educational Psychology
- 10. Faculty of Education Dr. Allyson Hadwin The good news is that self-regulation : Can be Learned Can be Controlled Can be Improved Is a lifelong process Dr. Allyson Hadwin Educational Psychology
- 11. Faculty of Education Dr. Allyson Hadwin Successful Canadian Athletes Regulate training and performance Simon Whitfield Adam Van Koeverden Dr. Allyson Hadwin Educational Psychology
- 12. Faculty of Education Dr. Allyson Hadwin SRL important outside school… athletes self-regulate training &performance CEOs self-regulate performance & decision making asthma patients self-regulate their use of medications to control health professors regulate their instruction Dr. Allyson Hadwin Educational Psychology This course is really helping my golf game (UVic Varsity Athlete)
- 13. Faculty of Education Dr. Allyson Hadwin Important components in SRL (TERMS) Cognition (thinking processes & strategies) Motivation and affect (feelings, beliefs) Behavior (actions) Metacognition (monitoring and control) Dr. Allyson Hadwin Educational Psychology
- 14. Faculty of Education Dr. Allyson Hadwin Important processes in SRL CONTROL OR REGULATION : Individuals attempt to control their behavior GOALS : Individuals hold goals that represent what they are trying to accomplish PERSONAL AGENCY : individual drive and determination to achieve goals together or independently Dr. Allyson Hadwin Educational Psychology
- 15. Faculty of Education Dr. Allyson Hadwin Theories or models of SRL (READINGS) Differ in their particulars but share: Task perception or interpretation Goal setting Metacognitive monitoring and evaluation Motivation Cognitive strategy use Dr. Allyson Hadwin Educational Psychology
- 16. Zimmerman’s Triadic Model of SRL Person Behaviour Environment Behavioral SRL Environmental SRL Covert SRL Strategy use Feedback loop
- 17. Performance or Volitional Control Self-Reflection Forethought Task analysis Goal setting Strategic planning Self motivation beliefs Self-efficacy Outcome expectations Interest/value Goal orientation Self-control Self instruction Imagery Attention focusing Task strategies Self-observation Self-recording Self-experimentation Self-judgment Self-evaluation Causal attribution Self-reaction Self-satisfaction/affect Adaptive-defensive Cycles of SRL
- 18. Faculty of Education Dr. Allyson Hadwin WHY do people struggle to self regulate learning? Dr. Allyson Hadwin Educational Psychology
- 19. Faculty of Education Dr. Allyson Hadwin 6 serious challenges: Poor Task understanding Vague Goals and Plans Weak strategies (or strategy choices) Lack of monitoring Inaccurate self-evaluation Motivation issues Dr. Allyson Hadwin Educational Psychology
- 20. Faculty of Education Dr. Allyson Hadwin Winne & Hadwin’s Model of SRL Understanding tasks Goals & Plans Applying strategies Adapting & Regulating Monitoring Evaluating (Feedback) Dr. Allyson Hadwin Educational Psychology
- 21. Faculty of Education Dr. Allyson Hadwin Where do students usually go off track? Dr. Allyson Hadwin Educational Psychology Understanding tasks Goals & Plans Applying strategies Adapting & Regulating Monitoring Evaluating (Feedback)
- 22. Faculty of Education Dr. Allyson Hadwin Where do we usually focus efforts to fix things? Dr. Allyson Hadwin Educational Psychology Understanding tasks Goals & Plans Applying strategies Adapting & Regulating Monitoring Evaluating (Feedback)
- 23. Faculty of Education Dr. Allyson Hadwin Challenge 1: Poor understanding of tasks (inaccurate or incomplete) Dr. Allyson Hadwin Educational Psychology
- 24. Faculty of Education Dr. Allyson Hadwin Task Understanding 1 st phase in self-regulating learning What am I supposed to do? Drawing on past knowledge and experiences Constructing your own representation or “picture” of the task When you know what you are supposed to be doing, what it looks like, and what it feels like to be on track Dr. Allyson Hadwin Educational Psychology
- 25. Faculty of Education Dr. Allyson Hadwin When you have accurate task perceptions: More likely to successfully regulate learning Perform better Choose good strategies for task completion BECAUSE YOU Know what to aim for Can tell if they are off track along the way Dr. Allyson Hadwin Educational Psychology
- 26. Faculty of Education Dr. Allyson Hadwin 4 Indicators of weak task understanding: Dr. Allyson Hadwin Educational Psychology Don’t know how to start Don’t know how to tell how well they have done Not sure of the steps Goals that are really vague (e.g. study chapter 10, practice my sales technique)
- 27. Faculty of Education Dr. Allyson Hadwin When task understanding is weak: Jump into solutions or action strategies Attribute the problem to: poor time management lack of motivation not enough effort Cannot articulate concrete task specific goals ( S pecific, M easureable, A ction-oriented, R ealistic, T emporal) Frances Kelsey Secondary School
- 28. Faculty of Education Dr. Allyson Hadwin So in this KoMe course: Dr. Allyson Hadwin Educational Psychology Think about and compare task interpretations Individual (SOLO) & Collaborative (COLLAB) Planning activities include a focus on this
- 29. Faculty of Education Dr. Allyson Hadwin Challenge 2: Vague Goals and Plans Dr. Allyson Hadwin Educational Psychology
- 30. Faculty of Education Dr. Allyson Hadwin Why are goals important for SRL? Without goals you can’t monitor. fill in missing or inaccurate task perceptions easier to plan and regulate your time and activities easier to get motivated to get started… Dr. Allyson Hadwin Educational Psychology
- 31. Faculty of Education TECHNOLOGY INTEGRATION & EVALUATION TIE RESEARCH LAB Dr. Allyson Hadwin Goals that help you…. Bite off a chunk at a time Get started Get motivated Check in on how you are doing Generate feedback on your processes and products
- 32. Faculty of Education Dr. Allyson Hadwin Setting SMART goals SPECIFIC MEASURABLE ACTION ORIENTED REALISTIC TERM: smaller term or short term goals Dr. Allyson Hadwin Educational Psychology
- 33. Faculty of Education Dr. Allyson Hadwin Setting SMART goals at university Read article on… Review today’s lecture Work with my group on X Compare & contrast 3 theories of SRL Summarize and explain concept x, y, z from the lecture today Generate one example of SRL in the workplace during our 1 hr chat meeting Dr. Allyson Hadwin Educational Psychology
- 34. Faculty of Education Dr. Allyson Hadwin Varsity Golfer Don’t go to 3 hour golf practice with the goal: Practice Golf Dr. Allyson Hadwin Educational Psychology
- 35. Faculty of Education Dr. Allyson Hadwin So in this KoMe course: Dr. Allyson Hadwin Educational Psychology Generate and reflect upon your goals Individual (SOLO) & Collaborative (COLLAB) Planning activities include a focus on this
- 36. Faculty of Education Dr. Allyson Hadwin Challenge 3: Weak strategies or poor choice of strategies Dr. Allyson Hadwin Educational Psychology
- 37. Faculty of Education Dr. Allyson Hadwin So in this KoMe course: Dr. Allyson Hadwin Educational Psychology nSTudy forms and tools introduce strategies NEXT f2f class SOLO 2 and COLLAB 2 activities
- 38. Faculty of Education Dr. Allyson Hadwin Challenges 4 and 5: Monitoring deficiencies Inaccurate Self-Evaluation Dr. Allyson Hadwin Educational Psychology
- 39. Faculty of Education Dr. Allyson Hadwin Often Students: Don’t monitor or check how they are doing along the way Inaccurately monitor Dr. Allyson Hadwin Educational Psychology
- 40. Faculty of Education Dr. Allyson Hadwin You can’t monitor your progress: If you don’t understand the task properly If you don’t have clear SMART goals Dr. Allyson Hadwin Educational Psychology
- 41. Faculty of Education Dr. Allyson Hadwin You can’t calibrate self-monitoring: Without feedback (self or other) Dr. Allyson Hadwin Educational Psychology
- 42. Faculty of Education Dr. Allyson Hadwin You cannot self-evaluate accurately: If you don’t understand the task properly If you don’t have clear SMART goals If you aren’t monitoring progress along the way If you don’t get any external feedback (calibrate) Dr. Allyson Hadwin Educational Psychology
- 43. Faculty of Education Dr. Allyson Hadwin So in this KoMe course: Dr. Allyson Hadwin Educational Psychology Monitor and evaluate Goals Strategies Feelings and motivation PLANNING, and REFLECTION ACTIVITIES
Editor's Notes
- #11: Might want to use a bigger font? (MO)
- #27: Green might be slightly difficult to see? How about white? (MO)
- #29: Green might be slightly difficult to see? How about white? (MO)
- #31: Without goals you can’t monitor . Goals are the standards or things you monitor against so that at any given point in time you know how you are doing Setting SMART goals, helps you to go back and fill in missing or inaccurate task perceptions Setting SMART goals makes it much easier to plan and regulate your time and activities so you are productive and efficient. When your goals are clear they don’t feel like those giant monoliths, so it is much easier to get motivated to get started …
- #34: Something seasonal? Christmas shopping? Makin a plan for vacation?? Healthy eating habit? (MO)
- #35: Something seasonal? Christmas shopping? Makin a plan for vacation?? Healthy eating habit? (MO)
- #36: Green might be slightly difficult to see? How about white? (MO)
- #38: Green might be slightly difficult to see? How about white? (MO)
- #44: Green might be slightly difficult to see? How about white? (MO)