Critical Reflection: Self-Regulated Learning

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Modelling the Coaching Process Background Conventional learning theory (Dewey, 1938) explains that observation and judgement are crucial to the learning process, encouraging incorporation of such thinking in standardised models. Initially, simplistic cyclical models were proposed, reactive in nature (Stratton et al., 2004) and of 3 stage ‘experience-reflection-plan’ or 4 stage ‘experience-reflection-conclude-plan’ (Kolb, 1984; Gibbs, 1998). Coaching theorists initially adopted rudimentary models (Crisfield et al., 1996; Fairs, 1987; Sherman et al., 1997) – see Appendix A, Figure 1 (Franks et al., 1986) and Figure 3 (Jones, 2002), though contemporary thinking has developed once scale, complexity and understanding of coaching began to mature

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Considered as a part of the broader topic called metacognition (monitoring one’s own cognitive processes), it differs from it in that it involves the knowledge of, monitoring of, and control of one’s own learning and memory processes, whereas, metacognition is an umbrella term that entails the self-knowledge about all cognitive processes such as memory, attention, reasoning, decision making, etc. Thus, it follows that all metamemory judgements are essentially metacognitive, but all metacognitive judgements are not metamemory judgements. For example, making judgements about the time to be allotted or required to learn something, the level of confidence about retrieving information from memory, or about the ease with which information can be encoded, general beliefs about one’s own memory functions and capacities all come in the purview of metamemory. Although considered to be dependent critically on memory, metamemory has different connotations to it. It has been referred to as the assessments or commentaries that are made about learning and memory (Metcalfe & Dunlosky, 2008).

In 2000, NCERT brought out a National Curriculum Framework for School Education. Following the basic principle of curriculum planning, NCERT monitored, reviewed and revised appropriately its policy and then developed National Curriculum Framework 2005. 4.3.1.1 KOTHARI COMMISSION (1964-66): The Kothari

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Further factorial validity of a scale of therapist theoretical orientation. Research On Social Work Practice, 17(4), 474-481. doi:10.1177/1049731506295406 Liese, B. S., & Esterline, K. M. (2015).

Dewey has me believing his theory of this is that the students come into a classroom with a problem that is “living up to a teachers requirements” as students call it. The problem is that the teacher wants us to know what they know and for us as a student to be able to satisfy them with the knowledge teachers believe we have. Dewey has a similar article to Freire they both believe in a type of educational tool for students. Dewey perspective is broader, that we have a well maintained standard of learning and the educational system should continue these methods because by adapting to the teacher’s requirements in order for use to learn what needs to be