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Self-Regulation Strategies & Instructional Practices

Common Self-Regulation Strategies

http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52260

The following common self-regulation strategies were sourced by my classmate –Maria Aster Joy “Aster” Garcia – from http://www.gifted.uconn.edu/siegle/selfregulation/section7.html and posted them on our discussion board on Sunday, 23 June 2013, at 10:15 AM. I reproduced these strategies in my blog because they are very informative and I can use them in the future.

Self-Regulation

“Common Self-Regulation Strategies

The individual set of self-regulation strategies that are usually used by successful students fall into three categories: personal, behavioral, and environmental.

  1. Personal. These strategies usually involve how a student organizes and interprets information and can include:
    1. Organizing and transforming information
      • outlining
      • summarizing
      • rearrangement of materials
      • highlighting
      • flashcards/ index cards
      • draw pictures, diagrams, charts
      • webs/mapping
    2. Goal setting and planning/standard setting
      • sequencing, timing, completing
      • time management and pacing
    3. Keeping records and monitoring
      • note-taking
      • lists of errors made
      • record of marks
      • portfolio, keeping all drafts of assignments
    4. Rehearsing and memorizing (written or verbal; overt or covert)
      • mnemonic devices
      • teaching someone else the material
      • making sample questions
      • using mental imagery
      • using repetition
  2. Behavioral: These strategies involve actions that the student takes.
    1. Self-evaluating (checking quality or progress)
      • task analysis (What does the teacher want me to do? What do I want out of it?)
      • self-instructions; enactive feedback
      • attentiveness
    2. Self-consequating
      • treats to motivate; self-reinforcement
      • arrangement or imagination of punishments; delay of gratification
  3. Environmental: These strategies involve seeking assistance and structuring of the physical study environment.
    1. Seeking information (library, Internet)
      • library resources
      • Internet resources
      • reviewing cards
      • rereading records, tests, textbooks
    2. Environmental structuring
      • selecting or arranging the physical setting
      • isolating/ eliminating or minimizing distractions
      • break up study periods and spread them over time
    3. Seeking social assistance
      • from peers
      • from teachers or other adults”

You will notice from the above strategies the 3 elements  – personal, behavior, and environment – that Albert Bandura proposes that comprise his Social Cognitive Theory of Learning.

 From the same source, I copied these instructional practices to attain self-regulation.

Self-regulation A

“Your role in helping students to gain self-regulation will be challenging and it is clear that your first attempt to teach a student a self-regulation strategy may not be successful. Why? It takes time and practice to gain effective habits. Initial efforts must be refined based on student’s feedback, performance, and personal reflection.

Five common instructional practices that have been cited as effective in helping students learn self-regulation are:

1. Guide learners’ self-beliefs, goal setting, and expectations

  • help students frame new information or feedback in a positive rather than a negative manner (e.g., “keeping track of your homework assignments will help you manage this course successfully,” rather than “if you don’t keep track you will fail”)
  • provide specific cues for using self-regulatory strategies

2. Promote reflective dialogue

  • teacher modeling of reflective practices (think aloud)
  • student practice with reflective dialogue
  • group discussions to think through problems/cases (collaborative learning)

3. Provide corrective feedback

  • performance standards must be clear and perceived as attainable
  • phrase feedback (positive or negative) as a statement about the task of learning, not about the learner

4. Help learners make connections between abstract concepts

  • use case-based instructions or examples that students come up with themselves
  • use hands-on learning activities
  • help students learn to separate relevant from irrelevant information (i.e., help them know where and how to focus their attention; guide their reference standards)

5. Help learners link new experiences to prior learning

  • use experiential learning activities
  • focus on application of knowledge in broader contexts
  • integrate real-life examples with classroom information”

Images from

http://www.gifted.uconn.edu/siegle/selfregulation/SEC-IMG/third.gif

http://181fitness.com/wp-content/uploads/2013/04/selfregulation-481×230.jpg

 References

Garcia, M. A. J. (2013, June 23). Self-Regulation. Message posted on http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52260

Common Self-Regulation Strategies. Retrieved from http://www.gifted.uconn.edu/siegle/selfregulation/section7.html

How-to Instruction for Self-Regulated Learning Strategies. Retrieved from http://www.gifted.uconn.edu/siegle/selfregulation/section8.html


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