Self-Regulated Learning – the amount to which learners are metacognitively, motivationally, and behaviourally active participants in their own learning process (Cleary & Zimmerman, 2004). Self-Regulated Learning (SRL) denote to investigation and theory that has appeared since the mid-1980’s affected with how students, “ … become principals of their own learning processes” (Zimmerman, 1998, p.1). A self-regulated learner is somebody who is keenly engaged in maximising his or her chance and aptitude to learn. This not only includes using control over reasoning activity (metacognition), but also developing metavolitional expertise that enable the regulation of attitudes, environments and behaviours to inspire optimistic learning results. Case Study Taking this as the central idea, we designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems.
In the constructivist model, the students are urged to be actively involved in their own process of learning. In the constructivist classroom, both teacher and students think of knowledge as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view - not as inert, permanents facts to be
Active learning is a set of strategies that motivates students to learn by their own with the help of Knowledgeable others. The following examples of active learning are being used in this study; discovery learning, problem-based learning, experiential learning, and inquiry-based instruction, think-pair-share, quick-writes, polling, cooperative learning, and student presentations. Another theory for which this study is also anchored is attributed to Frederick Herzberg the Motivation Theory. It is concerned with the processes that describe why and how human behavior is activated and directed. Motivated learners can learn almost everything.
First of all, formative assessment allow student to gain opportunity on how to take responsibility for their own learning, as example, teachers designed classroom assessment for students, students have to develop an understanding on their own and address findings for the challenge they encounter, all these able to help students aware of their learning needs and interests. Teachers can help student in learning but at the end of the day, student is the one who need to do the learning. Student will have better performance in studies if they figured out their strengths and weaknesses on particular subject they need to work on. Besides that, evaluation such as teachers explain learning aims, give effective feedback and check their understanding after each formative assessment, these helps students in communicate clear and specific learning goals. By setting goal,
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) defines formative assessment as “evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an
Zimmerman (2000) defines self-regulation as self-generated thoughts, feelings and actions that are planned and cyclically adapted for the attainment of personal goals. Self-regulation is a context-specific process. In the context of learning, self-regulated learning (SRL) is defined as students' proactive actions aimed at acquiring and applying information or skills that involve setting goals, self-monitoring, management time and regulating one's effort towards learning goal fulfillment (Järvelä, Malmberg, & Koivuniemi, 2016; Reimann, Markauskaite, & Bannert, 2014; Tabuenca, Kalz, Drachsler, & Specht, 2015; Zimmerman, 1990). SRL is an active theory of learning. The theory perceives the learner as an active agent.
Principles of Learning Summary There are ten Principles of teaching. First, the learning is an experience which occurs inside the learner and is activated by the learner. In this process of learning, the learners themselves will be the one who will do for their selves not the teacher. The teachers will only guide/assists what the learners must do. It depends to the learner if they want to learn it or not.
Cooperative groups work face-to-face and learn as a team (p.24). Cooperative learning, according to Bulaon (2011), is based on two educational theories: a) Pragmatism by Charles Pierce, William James, and John Dewey; and b) Constructivism by Giovanni Battista Vico, Jean Piaget, and Lev Semenovich Vygostsky. For Dewey (in Bulaon, 2011), “the classroom should mirror the larger society and be a laboratory for real-life learning (p.25).” Bulaon further cites Dewey, stating that the emphasis is on small, problem-solving groups of students searching for their own answers and learning democratic principles through day-to-day interactions with one another (in Arends, 2009; p.
As the review of the literature has shown, there are a number of key skills which learners are able to employ if they successfully assume full control of the learning process. This section of the paper addresses these methodological aspects of self-directed learning, offering concrete ideas for teachers wishing to help their students develop these skills. To lend a degree of structure to the introduction of activities to help learners acquire these skills, four phases of a self-directed learning cycle were identified and are used as a basic framework. These have been developed and adapted from Holec’s (1981) account of autonomy and Chamot et al.’s (1999) strategy inventory: planning, implementing, monitoring, and evaluating. Planning Analyzing
One example is that psychomotor skills of performance-based task among the students in their classes. A good lesson allows a valid and reliable criterion reference of performance. A lesson log is a printed set of guidelines that distinguishes performance or products of different quality. According to Adorinda R. Monje-Sarmiento (2008), Evaluation is a primary part of the education process. The teacher should lead every experience in terms of the needs and interests of the students as seen in life situations.