Developing essential skills for
lifelong learning: the self-regulated
learning approach
John Sandars
Senior Lecturer
Medical Education Unit, Leeds Institute of Medical Education
j.e.sandars@leeds.ac.uk
What is a Self Regulated Learner?
- why is it important for lifelong learning?
- how can it be developed?
TASK
What is the process of learning?
Becoming a Self Regulated Learner
Learning Task
NEW LEARNING
Becoming a Self Regulated Learner
Learning Task
LEARNING
STRATEGY
NEW LEARNING
Becoming a Self Regulated Learner
METACOGNITION
Learning Task
LEARNING
STRATEGY
NEW LEARNING
Self Regulated Learning
MONITOR
PLAN
EVALUATE
Schunk, Dale H., & Zimmerman, Barry J. (Eds). (1998). Self-Regulated Learning:
From Teaching to Self-Reflective Practice. New York: Guilford Press
Self Regulatory Checklist
Planning
Monitoring
Evaluating
After Ertmer P Newby TJ (1996) Instructional Science 24: 1-24
Self Regulatory Checklist
Planning
What is the nature of the task?
What is my goal?
What kind of information and strategies do
I need?
 How much time and resources will I need?
 What is my motivation? – ease/ competence
 Do I need to modify environment / others?
Self Regulatory Checklist
Monitoring
Do I have a clear understanding of what I am
doing?
Does the task make sense?
Am I reaching my goals?
Do I need to make changes?
Do I need to modify my thoughts /emotions?
Do I need to modify the environment ?
Self Regulatory Checklist
Evaluating
Have I reached my goal?
What worked?
What didn’t work?
Would I do things differently next time?
What is the impact on my motivation?
The Expert Learner
and Self Regulated Learning
The Expert Learner
Strategic / Proactive
Self-regulated
Reflective
FOCUS = THE PROCESS OF LEARNING
Ertmer P Newby TJ (1996) Instructional Science 24: 1-24
The evidence!
SRL and academic achievement
Zimmerman BJ & Schunk DH (eds) (2001) Self-regulated learning and academic
achievement: Theoretical Perspectives Mahwah,NJ: Lawrence Erlbaum
Monitoring
- developmental
- trainable
Delclos VR & Harrington C (1991) Effects of strategy monitoring and proactive instruction
on children’s problem-solving performance Journal of Educational Psychology 83: 35-42
Developing SRL
 Promote general awareness of regulation
Tutor modelling
Frequent reflection (esp when related to effective
and not so effective performance)
(Pause to Learn workshops)
 Use regulatory checklist
 Foster conducive learning environments
Developing SRL
 Debate - Domain specific v generalisable
 Self –report v micro-analytic (talk-aloud)
 Motivation – [attribution = ability v effort ]
 Most work with children and young people!
Developing SRL
What will YOU change in your teaching?