Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

Abstract

This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional approach into their literacy curriculum. This visual literacy approach requires teachers to adapt their teaching to students by building on students’ responses to works of art and to generate moment-to-moment instructional sequences and interactions during instruction. The two cases reported here were selected as exemplars because these teachers created opportunities for students to adapt themselves to instruction and to draw upon self-regulated learning strategies. These cases provided the context in which to examine the dynamic relationship between teaching and learning, and explore how teachers develop students’ capacity to adapt to the learning environment and how students’ own self-regulated learning, in turn, contributes to and enables adaptive teaching. Through classroom observations, teaching artifacts, and teachers’ own explanations of their instructional decisions and dynamic teaching practices, this study explored how teachers developed adaptive teaching strategies as well as students’ self-regulated learning within the constraints and affordances of an instructional approach that required teachers to follow their students’ lead rather than their own lesson plans or scripts. Using examples from these case studies, this article builds theory about how students’ self-regulation facilitates teaching.

Adaptiver Unterricht erfordert eine adaptive Unterrichtsforschung

“…der Kompetenzentwicklung reduziert die Lehrkraft schrittweise den Grad der Unterstützung und überträgt im Sinne des Scaffolding (van de Pol et al 2010) zunehmend Verantwortung für den eigenen Lernprozess an die Schüler*innen. Dabei passt nicht nur die Lehrkraft die Unterstützung an die Schüler*innen an, sondern auch die Schüler*innen passen sich über die Zeit in ihrem Lernverhalten an (Corno 2008;Randi 2017).…”

Research Changes in Curriculum and Pedagogy Based on Big Data Perspectives

“…Chen, W. et al qualitatively investigated how knowledge related to collaborative writing among second language students affects the process of collaborative writing based on metacognitive theories and found that knowledge of collaborative writing affects collaboration in three stages: planning, writing, and revising [12]. Randi, J. et al illustrated how a novice instructor integrated a student-centered approach to teaching visual literacy into their literacy courses in a research project that provided context and reference for the dynamic relationship between teaching learning and research [13]. Barari, N. et al conducted an in-depth analysis and examination of learning theories in an e-learning course at Shahid Beheshti University and found that course activities based on behaviorist learning theories were higher, through both qualitative research methods and content analysis, at 51% and fewer based on new learning theories at 15% [14].…”