Examining Features of Tasks and Their Potential to Promote Self-Regulated Learning

Abstract

The term “self-regulated” is used to describe learners who have highly effective learning and work habits. They are successful in and beyond school. This investigation examines whether and how teachers, who are masters at supporting young students’ development of self-regulated learning (SRL), can mentor student teachers to design tasks and develop practices that promote elementary school students’ SRL. Nineteen student teachers were paired with 19 mentor teachers in a cohort that emphasized SRL theory and practice. In general, student teachers remained with the same mentors throughout their teacher education program and were supported by faculty associates and researchers who also had expertise in promoting SRL. Researchers observed mentor and student teachers teaching, videotaped professional seminars, and collected samples of student teachers’ reflections, lesson plans and unit plans. Data indicate some student teachers designed tasks and implemented practices that promote SRL and that mentors’ practices accounted for 20% of the variance observed in the student teachers’ practices. Finally, the complexity of the tasks that mentors and student teachers designed was strongly predictive of opportunities for students to develop and engage in SRL.

School principal's self-regulated learning: a conceptual framework of learning-centered leadership

“…selection of learning strategies and environmental structuring) and motivational (e.g. self-efficacy, task interest and self-attribution) aspects, toward effectively regulating one's learning process (Perry et al. , 2004; Pintrich, 2004; Zimmerman, 2002).…”

“…Consequently, SRL has become an important educational goal (Zimmerman, 2002). However, most learners encounter difficulties in regulating their learning, with largely varying levels of efficiency in using self-regulatory strategies (Perry et al. , 2004; Pintrich, 2004; Winne, 2011).…”

“…Moreover, teachers can also create a powerful environment that provides students with opportunities to seek challenges by engaging them in complex and open-ended activities and take responsibility for and reflect on their learning progress (Kistner et al. , 2010; Paris and Paris, 2001; Perry et al. , 2004).…”

“…Consequently, SRL has become an important educational goal (Zimmerman, 2002). However, most learners encounter difficulties in regulating their learning, with largely varying levels of efficiency in using self-regulatory strategies (Perry et al, 2004;Pintrich, 2004;Winne, 2011). Research suggests that although SRL is not spontaneously acquired, it may be shaped and developed by strategy instruction and through participation in environments that provide learners with opportunities to control their own learning (Perels et al, 2005).…”

“…Scaffolding is critical to the evolution from external regulation, through co-regulated, to self-regulated learning, and models provide calibrated support based on an ongoing diagnosis of the students' level of understanding (Puntambekar and H€ ubscher, 2005). Moreover, teachers can also create a powerful environment that provides students with opportunities to seek challenges by engaging them in complex and open-ended activities and take responsibility for and reflect on their learning progress (Kistner et al, 2010;Paris and Paris, 2001;Perry et al, 2004).…”