Students make self-observation when they focus on an aspect of their performance related to their subjective standards of success. Then, self-judgement occurs when students determine how well their general and specific goals were met. Student self-reactions and interpretations
Situation Analysis The primary objective of educational institutions is students’ learning, and learning requires using such processes as planning, application of knowledge, monitoring, regulation and reflection (Azevedo, 2009). Aristotle pointed out that the mind uses a different power above and beyond seeing and hearing, thus, laid the foundations for thinking about metacognition (Sandi-Ureña, 2008). Metacognitive skills appear to be highly independent. By means of thorough task orientation, a metacognitively skilled student is likely to focus on relevant information given in the task assignment, necessary for building an adequate task representation. A detailed action plan can be designed.
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107. The second category refers to self-directed learning as a process of learning. Attempts are made to understand the process of self-direction with a view of adopting them to formal learning. They are three main models, linear, interactive, and instructional models Knowles and Tough model are linear. Knowles developed learning contract meant to encourage and support learner’s self-direction.
2. Provide Learning Opportunities: Ensuring that students have sufficient opportunities to achieve those outcomes. 3. Assess Student Learning: Systematically gathering, analyzing and interpreting evidence to determine how well student learning matches our expectations. 4.
Motivation to learn - The motivation to learn is core as a person develops (Knowles 1984). Adult learning is often thought of as a foundation for Human Resource development. (Yang 2004) Three categories of motivation to learn are goal oriented, activity oriented and learning oriented (Houle 1961). The six motivators of Houle’s adult learning typology are social relationships, external expectations, social welfare, professional advancement, escape and stimulation and cognitive interest. Knowles (1984) proposed four principles related to adult learning: 1.
Secondly, there is a self-oriented cyclical process or the feedback circuit during learning in which students can monitor the effectiveness of their learning methods or strategies and answer this feedback in a variety of ways; it may be covertly (self-perception) or overtly (behavior). Thirdly, all of these definitions explain why and how students select to apply a special self-regulated process, strategy or
Performance The performance phase is generally seen as two separate disciplines. Firstly, self-control displays the student's ability to utilize the strategies that were thought through in the forethought stage. Task strategies can assist problem solving by reducing a task to its essential parts and reorganizing them meaningfully (Bruning et al,
Due to importance of self-regulation in learning, term ‘self-regulated learning’ has developed. Educational psychologists consider self-regulated learning essential for successful learning. What is more, self-regulation and self-regulated learning have become synonymous terms in the field of educational psychology (see Schunk, 2005). Therefore, throughout this paper we use the terms ‘self-regulation’ and ‘self-regulated learning’ interchangeably. tu dodat da ćemo se bavit samo educational psychology I samoregulacijom učenja, ne poučavanja Moreover, modern education supports self-regulated learning, firstly, due to the fact that the learner is put in the center of the learning process, and secondly, because the learner is able to acquire autonomy and confidence in learning.