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Applying Self-Regulated Learning

Applying Self-Regulated Learning

Relying on information learned and read in this course and at least two (4) outside references, write a
three to five (3-5) page report that reflects on how to incorporate self-regulated learning as a motivational
approach and answers the following:

  1. Describe one (1) topic that you are currently attempting to learn. Explore your motivation for learning
    about the chosen topic.
  2. Describe each phase of the self-regulated learning (SRL) approach to learning.
  3. Describe two (2) benefits and two (2) challenges that may be associated with self-regulated learning.
  4. Apply self-regulated learning to the topic you want to learn. Outline a strategy to apply self-regulated
    learning to improve this learning situation. Include the main activities that you would use in each phase
    (i.e., forethought, performance, and self-reflection). Note: Refer to Table 9.3 on page 330 of the textbook
    for further clarification.
    The format of the report is to be as follows:
    o Typed, double spaced, Times New Roman font (size 12), one inch margins on all sides, APA format.
    o Use headers for each of the subjects being covered, followed by your response.
    o In addition to the three to five (3-5) pages required, a title page is to be included. The title page is to
    contain the title of the assignment, your name, the instructor�s name, the course title, and the date.
    Assessment Outcome:
    � Analyze the basic principles of learning theories.
    � Analyze the biological bases of learning and memory
    � Explain the roles of motivation and self-regulation in the learning process
    � Use technology and information resources to research issues in learning theory.
    Applying Self-Regulated Learning
  5. One (1) topic that you are currently attempting to learn and my motivation for learning

I have been trying to learn developmentally appropriate practice. The motivation for learning this
topic is to enhance my knowledge on proper teaching techniques for my future career so that I
may ensure that children can achieve optimal learning and development. Particularly, I am
interested in determining the points of personal connections that I can make in order to enhance
the learning of children. I believe that proper learning and development of children is greatly
influenced by the teaching techniques employed by teachers, and therefore I am collecting as
much information as possible in order to test my hypothesis. At the end of the study, I would like
to have understood in totality the aspects of developmentally appropriate practice and their

impact on my teaching practice. I would like to understand the practices that will help me have
an optimal impact on every child in regards to his or her learning and development at an
individual as well as group level.

  1. Phases of the self-regulated learning (SRL) approach to learning

There are three basic phases of self-regulated learning. The first phase is forethought and
planning, whereby a student makes an analysis of the learning task presented before him or her
and sets specific goals in regards to the completion of the task. When a student learns an
unfamiliar topic, he may be confronted with the inability to understand the best manner in which
to approach the task or the goals that might appropriately apply in the given instance. In such a
case, a teacher and/or a more experienced peer is in a better position of instructing the student on
effective approaches (Schunk & Ertmer, 2000).

The second phase is the performance monitoring phase, whereby the student employs strategies
to help him/her in progressing on the learning task and monitoring the effectiveness of these
strategies. The student also evaluates the motivational factors that may enhance his progress
towards the achievement of the set goals. Through intrinsic motivation and volition, the student
becomes more determined and persistent to complete the learning task and to use other self-
regulation strategies. Nevertheless, in most cases where new strategies are employed, students
prefer to use more familiar and probably ineffective strategies. For instance, flash cards may be
taken by students as a better strategy for achieving their learning task than new, effective
strategies presented by their teacher. Although meaningful learning could be achieved if students
took time in practicing and learning the new strategies, their use of fall-back strategy could only
present them with significantly less effective ways of learning. Thus, students can effectively use

new strategies to achieve their learning goals through close monitoring by their teachers and
specific feedback (Zimmerman, 2000).

The third and final phase is the reflection on performance phase, whereby the student evaluates
performance on the task in line with the effectiveness of the chosen strategies. In this phase,
students are required to ensure that their emotions on the outcomes of the learning experience are
monitored. Accordingly, these self-reflections become influential on the manner in which the
student plans and sets goals, and initiates the cycle to start again. The attributes that students
place on the specific learning task in regards to success or failure significantly impact them in
their reflection on performance phase. This is because these attributes will influence the
decisions of students in regards to their potential to engage in a learning activity and employ self-
regulated strategies for similar future activities. Generally, self-regulation and motivation are
interrelated in the sense that they explain the outcomes of learning in the classroom. Motivated
students tend to dedicate most of their time and energy in learning and applying appropriate self-
regulation learning skills.

  1. Two (2) benefits and two (2) challenges that may be associated with self-regulated

Self-regulated learning presents both benefits and challenges. With regards to benefits, self-
regulated learning has the potential of improving learning habits and strengthening the study
skills of students. According to a meta-analysis study conducted by Hattie, Biggs and Purdie
(1996) on the effects of strategy instruction on the learning of students, it was found that strategy
instruction was significantly effective in promoting the academic performance of students.
Furthermore, it was found that better learning outcomes are found in more complex interventions

than simple strategy instructions. This implies that for students to get the best outcomes from
learning, they need to have the will and motivation to allow teachers and peers to instruct them
on better ways of achieving their learning objectives.

Another benefit of self-regulated learning is that it helps students in applying learning strategies
for purposes of enhancing their academic outcomes. Through self-regulated learning, students
can try implementing several learning strategies in their learning tasks and adjusting these
strategies in an appropriate manner purposes of facilitating their progress towards the desired
academic outcomes. With the help of teachers, students can apply new strategies in order to
effectively achieve their goals.

There are also challenges presented by self-regulated learning. First, it is a challenge to develop
lessons for purposes of preparing students to engage in self-regulated learning practices and
preparing effective support as well as implementation objectives. It is difficult to find the rime
for teaching students on the way in which they should use specific strategies.

The second challenge arises from the aspect of understanding the fact that external factors away
from control by teachers can significantly affect the development students’ ability to self-
regulate. For instance, social identity remarkably affects the manner in which a student
approaches and monitors his or her learning, and this is beyond the teacher’s instruction. Thus,
the social identity of a student has the potential of influencing his academic behaviors and
educational goals (Zimmerman, 2000).

  1. Applying self-regulated learning to the topic I want to learn

With regards to my topic of study, developmentally appropriate practice, it is important that I
define the goals for my study and set out the strategies for using to achieve these goals.
Accordingly, the most appropriate strategy that I can employ is a combination of guided and
independent practice. Through guided practice from my teachers, I will be able to improve my
self-regulated learning and motivation. For instance, I will practice implementing my own
research techniques on the topic while the teacher carefully monitors my work and provides
necessary assistance and guidance. Through guided practice, I will be able to increase task
engagement, improve my motivation to read, and increase reading skill test scores. Accordingly,
independent practice will naturally follow guided practice. The teacher should give me an
opportunity to practice this strategy on my own because this will eventually reinforce my
autonomy (Zumbrum, 2011).

With regards to activities involved in the first phase of self-regulation, I will define goals to
achieve in the specific learning task. Some of the goals include attainment of a good grade and
understanding how to apply my study in my career as an educator. The activity in the second
phase involves planning. This will help me outline the strategies for achieving my goals. In the
third phase, I will employ self-motivation as an activity to help me independently use one or
more strategies for purposes of keeping myself on track towards the achievement of my learning



Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R. & Graham, S. (2005). Self-monitoring
of attention versus self-monitoring of academic performance: Effects among students with
ADHD in the general education classroom. Journal of Special Education, 39 (3), 145-156.

Hattie, J, Biggs, J., & Purdie, N. (1996), Effects of learning skills interventions on student
learning: A meta-analysis. Review of Educational Research, 66, 99-136.

Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy
enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-
regulation (pp. 631–649). San Diego, CA: Academic Press.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San
Diego, CA: Academic Press.

Zumbrum, S. et al (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of
the Literature. Metropolitan Research Consortium, Virginia Commonwealth University.

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