PME 800
Self-Regulated Inquiry and Learning
"What defines them as self-regulated learners is not their reliance on socially isolated methods of learning, but rather their personal initiative, perseverance, and adoptive skill" B. Zimmerman
What exactly does it mean to be a self-regulated learner?
I chose this particular article as I felt that it captured some key ideas that I see in practice in self-regulated learners. It connected to what I already know in that it reinforced that self-regulation can be learned by anyone, it transforms mental abilities into academic skills, and it is a continual process rooted in self-motivation and self-awareness. It connected to my thinking as the author sees the learning process as non-linear requiring starts, stops, restructuring, adaptation and reflection. Self-regulation helps the learning process and may develop the life-long learner who is intrinsically interested. A question...at what developmental stage is a learner best able to navigate self-regulation without support of adults OR is part of self-regulation recognizing that you should advocate for yourself and seek out support whenever it's required?
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Maryellen Weimer
The Goal Setting Process in Self-Regulated Learning
Self regulated learning requires that we seek out clear, challenging goals and have strategies in place to reach the smaller (proximal) goals as well as the larger more distant goals (distal). Check out my first attempt at the goal setting process considering the theoretical background of SRL.
Enzie Goal Setting Document
Monitoring the Goal Process
Take a Look...
Professional Network Posting
When asked to contribute to a professional community it seemed natural. As a teacher who is committed to keeping up with professional ideas and current philosophies, it is essential to go beyond the scope of my PLC at school and also have an external extension within a strategically chosen PLN. I certainly grow and stretch my thinking by doing daily reading of some kind related to teaching and learning. Here is a look at what I posted for my Queen’s University course:
Hi Everyone,
I decided to post to the twitter hashtag #srlcanada which is a prof. consortium for SRL. Since I utilize twitter a lot for my professional reading, I thought that posting to a PLN like this might assist in bringing me to professionals that are thinking and responding and showing examples of SRL but also by placing a link to my website I may open up my own inquiry to others for feedback.
Joining a community like this with a simple "follow" will keep me in the loop when items of SRL interest are posted. Also, joining a PLN like this will assist me to keep engaged, motivated to read more about SRL, and active in my learning/teaching.I really like twitter as a resource in that I find the character limit allows you to pick and choose areas of interest depending on what you are looking for.
Check out the #SRLCANADA...
Reflection
Target Task: to reflect on a scholarly article in no more than 3-5 sentences...
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“Real Professional learning is about making permanent changes in thinking, knowing, understanding, and doing…for data use to be effective, it needs to facilitate real learning defined in this way”
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This quote interests me, as most of our school year starts and continues with data driving the cycle of professional development towards the goal of overall student improvement. What strikes me about this quote and particular article is the fact that it uncovers many of the cognitive bias that must be addressed to get to the root of conditional change and yet as department heads we haven’t received enough education on these biases to realize when they may be getting in the way to effective data use and overall school improvement. Professional learning and school improvement requires an uncomfortable tension between what we know and what the data is telling us and being open to moving in different directions.
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Katz, S., & Dack, L. A. (2013). Towards a culture of inquiry for data use in schools: Breaking down professional learning barriers through intentional interruption. Studies in Educational Evaluation.
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We Are
Learners then Teachers
Reviewing our Problems of Practice
Our task was to arrange and connect to have a meeting with three group members from a distance...