Model Of Self Regulated Learning

THE ROLE OF SELF-REGULATED LEARNING IN TEACHING AND LEARNING.

A general working definition of self-regulated learning is that it is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment. These self-regulatory activities can mediate the relations between individuals and the context and their overall achievement. This definition is similar to other models of self-regulated learning (e.g., Zimmerman, 1989, 1998a, b; 2000).

Self-regulated learning concerns the application of general models of regulation and self regulation to issues of learning

These features of independent learning need to experienced, constructed, and discussed. They are driven by individual and situational interest.

In education we strive to extend the learner which starts at novice knowledge and skills content to expertise and life-long learning. The teacher can promote mastery goal orientations, time and resource management. Self-regulation can be taught with various tactics such as direct instruction, metacognitive discussions, modelling, and self-assessment of progress.

The challenge we face is how to make the learning in schools more authentic, more useful, and more contextualized for learners so that they are equipped to solve problems that they confront in and beyond school. How can we connect schools to real life contexts or situations so that all learners are successful once they leave the classroom? How can we provide learners with the skills and motivation to be self-regulated and life-long

Activation of relevant content knowledge may occur without conscious awareness, but self-regulated learners often activate knowledge in a planning way through prompting and self-questioning (e.g., “What do I know about this?”). Activation of metacognitive knowledge, which also can occur automatically or through deliberate conscious control, includes declarative knowledge (e.g., of learning strategies such as rehearsal and note taking), procedural knowledge (how to implement these strategies), and conditional knowledge (when and why to use different strategies). Motivational processes subject to self-regulation during this phase include goal orientations, self-efficacy, and perceptions of difficulty and ease of learning, task value, and