Reflection Journals The journals each are between 500-600 words. The first paragraph consists of a brief summary of 3 main points/concepts discussed in the articles/chapters/papers (~150-200 words). In the second and subsequent paragraphs (300words+), you are required to talk about your reflections. You can include answers to questions such as these: what did I learn from the discussions, how you can apply a technology to your class?, what are shortcomings/advantages of a technology?, are there any new or useful implications of concepts in the readings for teachers/students? etc. These questions are just to help you if you need to structure your journals, you do not necessarily need to answer these example questions. The first paragraph consists of a brief summary of 3 main points/concepts discussed in the articles/chapters/papers (~150-200 words). Three main points articles/chapters/papers are self regulted learners, the effects that computers, technology, and the internet have on students’ learning, and Misconception. Firstly, Self-regulation, as it relates to learning, according to Zimmerman (2002), is the process by which students become autonomous learners. This process relies on the students' will to self-monitor, selfmotivate, self-evaluate, and self-assess their learning process. Secondly, technology and the interenet play both a positive and a negative role in students learning and especially in being a self regulated learnr. In my discussion, I explained that it was a double edge sword which was capable of being magical and damaging at the same time. Another point that was discussed is the concpet of misconception. Misconceptions, according to Bransford, J. D., Brown, A. ., & Cocking, R. R. (2002), is inaccurate information that students have about a topic/s. Students come to school with preconceived ideas and information through their own experiential learning. In the second and subsequent paragraphs (300words+), you are required to talk about your reflections. You can include answers to questions such as these: what did I learn from the discussions. The discussions were very insightful and expanded the Iinformation in the assigned readings. Specifically, partipants made the information more relatable and defined the concepts in the reading. For example, after reading one particpants’s explanation and personal experience with a concept, was how I understood what the reading was referring to. Most particpants in the discussion board agreed that they have experienced one type of misconception or another among their students. There were various startegies that were brought forward on the discussion in dealing with misconectoion among students. One particular strategy of using the mobile phone to take suverys was especillay insightful. Another point tmade that I had aprticular interste in was that obne participant found that student misconceptions coming from online or social media There is so much information constantly put into the media and young students can believe many things that come from music or sports icons that can be deceiving. I have never heard of the term self-regulated learner before, but when I read the article I became immediately interested because this is exactly what our young students are experiencing. We do not seem to have this problem with the older students. I wonder why? As it relates to addressing and assessing misconception, I have never thought of using the phone to do surveys, I usually create the surveys on Backboard and use the answers to guide my lesson plan. One tool that can aid in addressing preconceptions is to have other students who have the correct information explain the topic to the class, thereby giving them the correct information. I find that when information comes from their peers, they are ready to listen and participate. Severakl ways to deal with misconcetion. Linking the idea of technology and misconceptions, one thing that I find interesting is how misconceptions that students bring into the classroom come from ideas that they discover online or in media. Misconception n regards to your question about revealing misconceptions in the classroom I think the methods you mention, pre-quizzes and conversation, are very useful. Quizzes can reveal factual gaps in knowledge and discussion, conversations, and questioning can organically reveal what students know. Group brainstorming can assess group knowledge of a topic that can be recorded in a mind map or other graphic organizer. Know-think-learns can also serve to elucidate prior knowledge while offering relevancy to a topic by allowing learners to view it through the lens of what they would like to learn. This strategy also puts agency in the hands of the learner by allowing them to define topics of interest that the class can explore. Increased agency and responsibility can help foster the skills and attitudes necessary for self-regulated learning. Great post and questions! My response I agree with your statement that students nowadays have never been taught to study on their own. To me, this means being prepared for the next day class by reading and asking questions on the lesson that was given to them the day prior. Our problem with the millennia is that they lack motivation and have a “ hustle mentality”. They are only in school because their parents told them to and just going through the motions, but not really digesting anything and not taking an active part in the learning process. I have never heard of the term self-regulated learner before, but when I read the article I became immediately interested because this is exactly what our young students are experiencing. We do not seem to have this problem with the older students. I wonder why? As it relates to addressing and assessing misconception, I have never thought of using the phone to do surveys, I usually create the surveys on Backboard and use the answers to guide my lesson plan. One tool that can aid in addressing preconceptions is to have other students who have the correct information explain the topic to the class, thereby giving them the correct information. I find that when information comes from their peers, they are ready to listen and participate. We both agreed that technology has its benefits as well as shortcomings when it comes to learning. I was wondering if as educators whether we are helping with the problem of selfregulation using technology or creating a bigger one. For example, I have heard fellow educators mentioned that this generation love technology so let’s do this or that with technology since students already have their mobile device in their hand. Students have been bombarded with an app to schedule classes, an app to wake them up, an app to help them study, one to remind them of events coming up, or to come to tutoring. I have also heard students say they are “messaged out” I feel as educators we also must find a balance in using these technological devices. But how? You are so right, as an educator/Trainer, I was first trained to assume that learners did not know anything about the topic and so that was the frame I would begin my lessons from. But then, I attended training the trainers' classes and there was where I learned to begin training sessions by getting information on prior knowledge. Teachers can assess these misconceptions through a few ways. Some of the ones I’ve experienced are: having group/whole class conversations (though not everyone is heard or comfortable to share); having students complete a KWL chart (Know, Want to know, Learned); or having some form of questionnaire they fill out independently. “Teachers need to pay attention to the incomplete understandings, the false beliefs, and the naive renditions of concepts that learners bring with them to a given subject. Teachers then need to build on these ideas in ways that help each student achieve a more mature understanding” (Bransford, 2002). I feel addressing these points can be done through the student; the student researching more on the topic, or asking more questions. Of course, with the guidance/facilitation of the teacher to direct the student to correct that misconception. If the view is that “new knowledge must be constructed from existing knowledge” (Bransford, 2002), then we need to fully understand each students level of existing knowledge and how they are perceiving it. I was able to gain a deeper understanding on the process of self regulation and outcomes. "There are two major classes of forethought phase processes: task analysis and self-motivation.... Task analysis involves goal setting and strategic planning... Self-motivation stems from students' beliefs about learning, such as self-efficacy beliefs about having the personal capability to learn and out- come expectations about personal consequences of learning (Bandura, 1997) (Zimmerman 68)."