Self-regulation involves the effective management of information, resources and time in order to gain and process new knowledge and skill, relate it to prior learning and experience, and make good use of guidance. It requires students to be metacognitive about their learning processes and needs and able to identify and harness available opportunities. Self-regulation is composed of three cyclical parts: forethought/planning; performance and self-control; and self-reflection.
To help students gain better self-regulation
over their own learning, it is important to teach, coach, mentor and scaffold
students’ forethought, performance and reflection.
Forethought focuses
on defining the task, setting goals and making plans. Teachers can support
students to:
- Determine what the task requires
- Consider what they know and what they need to
find out
- Identify potential challenges they might face
and develop strategies for addressing these
- Set appropriate, learning-focused goals
- Develop plans to achieve goals
- Set specific criteria for knowing when goals
are achieved
Performance and self-control involves putting
plans into action and monitoring progress. Teachers can help students to:
- Review their learning and self-efficacy
beliefs
- Ensure they have a suitable environment for completing
their work
- Carry out their plans and manage their time
carefully
- Seek new information and organise information
- Manage distractions
- Seek assistance from others when required
- Regularly stop to measure their progress
towards their goals and adjust plans as necessary
Reflection involves
evaluating learning and progress. To support students’ self-reflection,
teachers can encourage them to:
- Reflect on their strengths and areas for
improvement
- Reflect on the effectiveness of plans and
strategies
- Reformulate the task or goals, strategies and
plans if necessary
- Ask: what would you do differently next time?
Adapted from Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp.277–304). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
PREPARED FOR THE EDUCATION HUB BY
Dr Vicki Hargraves
Dr Vicki Hargraves runs our early childhood education webinar series and also is responsible for the creation of many of our early childhood research reviews. Vicki is a teacher-educator and researcher living in Wellington. Her PhD drew on posthumanist philosophy to understand early childhood education as a deeply materialist practice, and her research and writing interests demonstrate her commitment to creative child- and community-centred approaches to education focused on social justice and participation, as well as attention to multiple ways of knowing and being in early childhood education.
