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Your role in helping students to gain self-regulation
will be challenging and it is clear that your first attempt to teach
a student a self-regulation strategy may not be successful. Why? It
takes time and practice to gain effective habits. Initial efforts
must be refined based on student's feedback, performance, and personal
reflection.
Five common instructional practices
that have been cited as effective in helping students learn self-regulation
are:
- Guide learners' self-beliefs, goal
setting, and expectations
- help students frame new information
or feedback in a positive rather than a negative manner (e.g.,
"keeping track of your homework assignments will help you
manage this course successfully," rather than "if you don't
keep track you will fail")
- provide specific cues for using self-regulatory
strategies
- Promote reflective dialogue
- teacher modeling of reflective practices
(think aloud)
- student practice with reflective dialogue
- group discussions to think through problems/cases
(collaborative learning)
- Provide corrective feedback
- performance standards must be clear
and perceived as attainable
- phrase feedback (positive or negative)
as a statement about the task of learning, not about the learner
- Help learners make connections
between abstract concepts
- use case-based instructions or examples
that students come up with themselves
- use hands-on learning activities
- help students learn to separate relevant
from irrelevant information (i.e., help them know where and
how to focus their attention; guide their reference standards)
- Help learners link new experiences
to prior learning
- use experiential learning activities
- focus on application of knowledge in
broader contexts
- integrate real-life examples with classroom
information
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