Self-Regulated Learning (SRL)course intro_2015
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This document outlines the course objectives, content, assessment, and timeline for a course on self-regulated learning. The course aims to help students understand key concepts and theories of self-regulated learning and how to apply them in different contexts. Students will complete individual reflection assignments and participate in collaborative group work, which involves solving cases and preparing teaching sessions. The course will be assessed based on individual and group work and participation.
Self-Regulated Learning (SRL)course intro_2015
- 1. SELF-REGULATED LEARNING 413311S Marika Koivuniemi & Marta Sobocinski marika.koivuniemi@oulu.fi; marta.sobocinski@oulu.fi
- 2. Contact information Marika Koivuniemi marika.koivuniemi@oulu.fi KTK356 Marta Sobocinski marta.sobocinski@oulu.fi KTK349
- 3. Short introduction • Who are you? • What are your expectations related to this course?
- 4. General guidelines for the course
- 5. Objectives • Understand the main principles and key concepts of self-regulated learning • Develops understanding of the practical implications of SRL in different real life contexts • Offer experience of self-regulated learning and shared regulation of learning
- 6. Contents of the course Introduction Marika Koivuniemi & Marta Sobocinski What is SRL? Marika Koivuniemi & Marta Sobocinski Motivational and emotional factors in SRL Piia Näykki Metacognition and learning strategies in SRL Jonna Malmberg Implementing and assessing SRL in classroom Piia Näykki
- 7. Assessment Active participation Completing all learning assignments Individual work and participation 50% Collaborative group work and participation 50% Grade 1-5
- 8. Evaluation criteria Grade Evaluation criteria (solo tasks) Evaluation criteria (group task) 5 Relevant concepts are explained and used in a critical way. Real life examples are tightly connected to the theory. Relevant concepts are explained and used in a critical way. Real life examples are tightly connected to the theory Teaching session is planned in a creative way (includes new innovative ways to teach). 4 Relevant concepts are explained and connected to practice. Examples are provided but overall critique or analysis is missing. Real life example includes all the main concepts and relationship between theory and practice is well described. Critical thinking is missing. Teaching session is creative to some extent. 3 Relevant concepts are included. Examples are not connected to the main concepts. Relationship between theory and practice is not deep enough. Real life example is well described and it includes some main concepts but they are not clearly explained. Teaching session is well organized but not creative enough (implemented mostly in traditional way). 2 Relevant concepts are included, but they are listed rather than explained or opened up with examples. Relevant concepts are included, but they are not visible enough. Teaching has been executed in a traditional way without any creativity. 1 Some concepts are used. Examples are not connected to course concepts. Theory and main concepts are partly visible. Relationship between the theory and real life example is weak. Real life example is incomplete. Fail Theoretical understanding is weak. Relevant concepts are not used. Failure in finishing the required tasks. Theoretical understanding isn’t visible. Most of the main theories and concepts are missing. Some parts of the task are missing.
- 10. Course tasks Lectures and course materials Group work 1. Case tasks during the group work sessions 2. Teaching sessions + essay Solo work Reflective notes on your BLOG about EACH lecture’s topic
- 11. Timetable Date Time Place Topic 3.11 10.15- 12.00 KTK215 Introduction 6.11 8.15-10.00 KK223 Lecture 1: What is SRL? 10.11 10.15- 12.00 KTK307 Group work session 13.11 8.15-10.00 KK223 Lecture 2: SRL and motivation 17.11 10.15- 12.00 KTK307 Group work session 19.11 12.30- 14.00 KTK210 Group work: Preparing teaching sessions 20.11 8.15-10.00 KK223 Lecture 3: Cognitive and metacognitive sides of SRL 24.11 10.15- 12.00 KTK303 Group work session 26.11 12.30- 14.00 KTK210 Group work: Preparing teaching sessions 27.11 8.15-10.00 KK223 Lecture 4: How to measure SRL? 1.12 10.15- 12.00 KTK122 Group work session 3.12 12.30- 14.00 KTK210 Group work: Preparing teaching sessions 4.12 8.15-10.00 KK223 Teaching sessions (Groups 1 and 2) 8.12 10.15- KK224 Teaching sessions (Groups 3 and 4)
- 12. Lecture 1 • What is SRL? • 6.11.2015, 8:15-09:45/ KK223 SOLO task 1 •Read course materials •Planning, concept definitions, ICE notes, reflection in BLOG Group task •10.11, 10:15-12:00/KTK307n Lecture 2 • SRL and motivation • 13.11.2015, 8:15-9:45, KK223 SOLO task 2 Group task •17.11.2015, 10:15- 12:00/KTK307 Collaborative work • Tutoring for groups 1&2 • 19.11.2015, KTK210 Lecture 3 • SRL and cognition, metacognition •20.11.2015, 8:15-9:45, KK223 SOLO task 3 Group task •24.11.2015, 10:15- 12:00/KTK303 Collaborative work • Tutoring for groups 3&4 • 26.11.2015, KTK210 Lecture 4 • How to measure SRL? • 27.11.2015, 8:15-9:45, KK223 SOLO task 4 Group task •1.12.2015, 10:15- 12:00/KTK122 Collaborative work • Tutoring for groups 5 • 3.12.2015, KTK210 Teaching session (groups 1&2) • 4.12.2015, 8:15-20:00, KK223 Teaching session (groups 3&4) •8.12.2015, 10:15-12:00/KK224 Teaching session (group 5) • 11.12.2015, 8:15-20:00, KK223 Deadline for collaborative essay 13.12.2015, midnight Friday Tuesday Thursday Deadline for SOLO task 1 Deadline for SOLO task 2 Deadline for SOLO task 4 Deadline for SOLO task 3
- 13. Phases of SOLO and GROUP work SRL 1. Getting to know the topic 4. Reflection 2. Planning 3. Work
- 14. 1. Getting know the subject 2. Planning 3. Working phase 4. Reflection Attend lectures and read the learning materials 1. Start planning after you have attend the lectures 2. Read the task instructions 3. Then plan your work using the planning questions which you can find from the BLOG 1. Describe shortly TWO the most important concepts from the each article 2. Do ONE ICE-note from each article: 1. Idea-level: Meaningful and important thoughts and ideas for yourself 2. Connection-level: Connect the new ideas/information into what you allready know. What are the key concepts? 3. Elaboration-level: Elaborate/expand ideas and connections -> Come up with real life examples 1. Recall your solo phase planning 2. Then answer reflection questions which you can find from the BLOG SOLO WORK
- 15. SOLO WORK Write all solo tasks to your own BLOG! - Planning - Concepts definitions (two /article) - ICE-notes (one/article) - Reflection
- 16. Planning questions: SOLO task 1. Describe your SOLO phase tasks. 2. What topics and concepts are related to your task? 3. Set a goal for this work period. 4. How confident you are that you will achieve your goal?
- 17. Reflection questions: SOLO task 1. Recall your SOLO phase planning. How well did you succeed? Why? 2. Describe one challenge that you had during your task performance. 3. How you managed with the challenge you faced? What would you do differently next time?
- 18. Group tasks PART 1 Solving cases PART 2 Teaching sessions
- 19. GROUP TASKS Part 1: Solving cases 1. Getting know the subject 2. Planning 3. Working phase 4. Reflection Attend lectures, read learning materials, complete SOLO phase before! Start planning with your group at the beginning of the session 1. Read the task instructions 2. Plan your group work using tha planning questions which you can find from the BLOG (short 5 min discussion) Complete the task 1. Discuss your work process and compare it to the plans and goals you defined at the beginning 2. Answer reflection questions which you can find from the BLOG
- 20. GROUP TASKS Part 2: Teaching sessions 1. Getting know the subject 2. Planning 3. Working phase 4. Reflection 1. Read the task instructions 2. Get to know the topic you have chosen for your work 1. Start planning after you have decided and got to know the topic of your group 2. Read the task instructions (again) 3. Then plan your group work using tha planning questions which you can find from the BLOG (write down your answers and send to Marika and Marta by email) 1. Writing the short 5 pages essay about your topic 2. Preparing and conducting 30 minutes long teaching session 1. Discuss what was your plan and goal you defined at the beginning 2. Answer reflection questions which you can find from the BLOG (write down your answers and send to Marika and Marta by email)
- 21. Instruction: Essay • Why did you choose the topic? • Theoretical review of chosen topic • Practical aspect: Describe in what way this aspect could be important for teachers and learners, how it could be supported • Max 5 pages • Write it as a group! – You can use e.g. google drive • Mark references – Use course materials and at least three new sources relevant to your topic • Deadline for collaborative essay 13.12.2015
- 22. Instruction: Teaching session • Aim: Choose one aspect of SRL theory and teach it to others using methods that support their SRL • 30 min + 15 min discussion • No one correct way to do it! but it’s NOT (just) a PRESENTATION – E.g use interactive teaching methods, support discussion..
- 23. Planning questions: Group tasks 1. Describe your group work task. 2. What topics and concepts are related to this task? 3. Set a goal for this work period. 4. How confident you are as a group that you will achieve your goal?
- 24. Reflection questions: Group work 1. Recall your group work planning. How well did you succeed? Why? 2. Describe one challenge that you had during your task performance. 3. How you managed with the challenge you faced? What would you do differently next time?
- 25. All deadlines for the course • SOLO task 1 10.11.2015 • SOLO task 2 17.11.2015 • SOLO task 3 24.11.2015 • SOLO task 4 01.12.2015 • Collaborative essay 13.12.2015
- 26. ANY QUESTIONS
Editor's Notes
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