Self-regulated learning
In 21st Century Classrooms
Dr. Allyson Hadwin
hadwin@uvic.ca
www.srlcanada.ca
Tweet your thoughts
#SRLcanada
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Warm up activity
What do you know about self-regulated learning?
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What do we know? What do we want
to learn?
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Surprising
Confusing
Exciting
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Who Am I?
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Associate professor in Educational Psychology
Co-director of the Technology Integration & Evaluation Research
Laboratory
Instructor for ED-D101: Learning strategies for University Success
Research: Regulation in learning
Tools &
Technologies
Instructional
Principles,
Designs, and
Strategies
Support
Student
Engagement
& Learning
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What do I believe learning?
COMMITTED TO EVIDENCE-BASED PRACTICE
• Learning is a lifelong process
Learning involves cognitive work
•
Learning requires reflection
&metacognition
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Learning is social
•
Learning grows from challenges
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SRL Consortium
 “Self-regulation” has been researched since the 1970’s
with a focus on classroom practices and learner
processes that involve active, strategic learning and
engagement in authentic classroom tasks

SRL Canada: Canadian Consortium for Self-Regulated
Learning (see http://srlcanada.ca/) includes many
internationally renowned researchers working here in BC,
with educators across multiple districts:
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Nancy Perry (UBC-Vancouver)
Deb Butler (UBC-Vancouver)
Allyson Hadwin (University of Victoria)
Leyton Schnellert (UBC-Okanagan)
Phil Winne (SFU)
Slide Prepared by: Dr. Deborah Butler (UBC)
Examples of SRL Projects in BC
Qualities of
Elementary
Classrooms that
Support SRL
Supporting PreService Teachers to
Develop SRLSupportive
Practices
Developing SRLSupportive
Practices in
Intermediate and
Secondary
Classrooms
Teachers in Schools
Working Together
to Develop SRLSupportive
Practices
Tools &
Technologies for
supporting
Self-regulation
Co-regulation
Shared-regulation
Supporting learners
to adaptively
regulate in the face
of challenge
Why do I care about Self-regulation?
 Brings together critical aspects of motivation, cognition,
behavior, and metacognition that are central to learning &
engagement
 Empowers learners to take control and responsibility of
learning (thinking, behaviour, motivation, and emotions)
 Tightly connected with 21st century learning and
personalized learning
 About lifelong learning – this is NOT just for success at
school
Lets start with these questions
1. What is “self-regulation”, and
why is fostering self-regulation
important?
2. Where does SRL breakdown?
3. How can teachers support self-
regulation?
4. How can teachers/schools work
together to build practices
supportive of self-regulation?
What is self-regulated Learning?
What is “Self-Regulation”?
A narrow definition: Self regulation is the ability to
respond effectively to various stressors and return to a
state of equilibrium
A robust and evidence-based classroom definition:
Self-regulated learning is goal-directed strategic action
that is guided by motivation and metacognition. It is a
process of taking control of, and evaluating one’s own
learning.
Self-regulation involves…
Persisting in
the face of difficulty
Responding
Adaptively &
Controlling or
Resisting
adapting thoughts,
actions, emotions, &
motivation
distractions
Attending to
Features of the
Environment
flexibly
SRL
Goal
directedness
Delaying gratification to
meet a goal
Social process
Other
regulation
Coregulation
SRL gradually appropriated
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Modelling
Observation
Imitation
Self-control
Instrumental feedback
Metacognitive/motivational prompts
Scaffolding
Selfregulation
4 critical messages frame this talk
More than
calm & focus
• While supporting students to be calm and focused (poised to
learn) may be important, successful regulation of learning is
much more than controlling attention and emotion.
Essential at ALL
ages & levels
• Learning to regulate learning in dynamic classroom contexts is
appropriate for all levels of learners from elementary right
through to post-secondary
Studentcentred
Not Self-directed
learning
• It is about developing learner control
• Who is doing the regulating? If it is always you, there is
something wrong!
• Self-directed - taking control of the tasks, objectives, outcomes
• Self-regulated– taking control of your learning processes
How do perspectives differ?
Developmental Focus
 early years primarily
 basic (executive processes)
 behaviour & emotion
control
 atypical development
 often situated in research
labs & involving nonschool tasks
Educational Psychology
Focus
 school years & beyond
 higher order processes (e.g.,
metacognition)
 Learning in academic tasks as
well as social and emotional
learning
 typical and atypical learners
 mainly situated in or oriented
to classroom tasks & contexts
Controlling behavior & emotions are important
But SRL also involves…
Goal Directedness
Complex Metacognitive
& Cognitive Processes
Motivation & Emotion
• Knowing what you are supposed to do & why
• Having self-goals to aim for & monitor against
• Reflecting on thinking, knowing strengths & weaknesses
• Monitoring and self-evaluating time, progress, performance
• Finding value or meaning
• Taking risks, confronting challenges
• Developing confidence and managing emotions
Personal history
• Learning from past experiences
• Drawing from awareness of knowledge, beliefs, experiences
Adaptation & Strategic
Action
• Selecting & modifying strategies to complete tasks.
• Regulating thinking, behavior, motivation and emotion when
needed
Dynamic social
interaction
• Tasks, teachers, peers, parents, contexts & cultures
• Adjusting learning processes, environments & interactions
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Self-Regulation in LEARNING
WILL
SKILL
Motivation
Strategic
Action
To Learn
REFLECTION
Metacognition
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WILL Motivation
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Genuine interest in learning
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Belief that ability is incremental
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Focus on personal progress
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Willingness to try challenging tasks
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View that errors present opportunities to learn
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Belief that effort and effective strategy use will lead to success
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SKILL: Metacognition
Awareness of self
(learning strengths and weaknesses, motivation
& emotions)
What do I know?
What don’t I know?
How am I doing?
How did I figure that
out?
Awareness of tasks & environments, (the demands
of tasks/activities)
Strategy knowledge
Knowing how to choose and use the right strategy
for the job: matching strategies to challenges
Monitoring progress & Processes
Recognizing when things are going sideways and
doing something about it
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Strategic Action-Control
Choosing strategies
suited to you & the situation
Applying strategies
effectively and efficiently
Adapting
in the face of new challenges
Experimenting
with new approaches
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What do we Self-Regulate?
Behaviour
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• Choosing a quiet place to study (library)
• Asking the teacher for help
• Turning my email off because it is grabbing my
attention
Motivation
and Emotions
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Drive to get going
Persistence to keep going
How much you value the task
Confidence in your ability to do well
Feelings that pose challenges to your work
Cognition
(Thinking &
Attention)
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Making connections between ideas
Relating things to what I already know
Translating ideas into my own words or images
Re-directing attention
2013-09-09
Why is Self-Regulation Important?
 Self-regulated learners are successful in
and beyond school.
I can do
I can do
I can do
I can do
it
it
it
it
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Higher motivation and confidence
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Productive thinking skills & strategies(cognition)
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Task relevant behaviour
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Achievement
 All students benefit from instructional
contexts that support SRL, including
students with exceptional learning needs.
SRL develops over a lifetime
Early
Years
Middle
Years
Secondary
& Beyond
Professional
Practice
(Teachers
Regulate too)
For Early Success in School
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Low levels of self-regulation before school predict
academic difficulties in school.
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Emotional regulation
(coping with frustration, persisting)
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Behaviour regulation
(following directions, working independently)
Children with poor regulation have problems with
behaviour, completing academic tasks, and relating to
peers and their teachers.
Performing well on tasks that require self-regulation
predicts early school achievement even more powerfully
than IQ scores and knowledge of reading and math.
Successful self-regulation in kindergarten predicts
achievement through grade 6.
For Success in Middle Years …
Stage
Environment
Implications for SRL
Desire for autonomy
Tighten control
Fewer opportunities
Self-consciousness
Increase social
comparison
Lower motivation
We need to create environments that are psychologically safe and intellectually
challenging—encourage autonomy but provide appropriate levels of support.
See J. Eccles & Colleagues writings on the topic stage-environment fit.
For Success in High School…
• Learning to take responsibility for their
learning and motivation
• Preparing for transitions to work or postsecondary where they will need to work
and learn independently
– Learn to grapple with complex tasks
– Experience learning challenges – challenges
are opportunities to learn to SRL
– Effort appropriately applied not just more
effort
– Context of tasks – bigger purpose, not just
“things the teacher needs to have a grade”
SRL is important inside & outside school…
But students may need help with SRL
http://youtu.be/O8_fhBNzYNo
Top 4 challenges students identify
Challenge
Description
Examples
N=4201
400 X 10 wks
Motivation &
Procrastination
Not having the will or desire
to do my work (includes
procrastination)
“I didn’t feel like studying”
“I kept putting it off”
“I wasn’t interested in the work”
“I was too lazy to do it”
“It didn’t seem valuable or useful”
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Goal & Time
management
Setting unhelpful goals
and/or not managing my
time to accomplish my goals
“I didn’t have a clear goal for learning”
“My goal that was too big or too much”
“I didn’t organize my time well enough”
“I didn’t prioritize things”
“I ran out of time”
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Attention,
Learning &
remembering
Having trouble focusing
attention or maintaining
attention; understanding or
remembering the
information
Emotions
Experiencing feelings that
interfered with my work
“I kept losing my focus or attention”
“I couldn’t make connections between course
ideas or theories”
“I couldn’t explain concepts in my own words”
“I couldn’t remember”
“I couldn’t apply or use what I studied”
“I couldn’t figure out what was important”
“I was anxious or worried”
“I was stressed out…”
“I was feeling bad about it”
“I was too excited to focus”
“I was bored”
“I felt hopeless about it”
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431
Next 4 challenges students identify
Challenge
Description
Examples
N=4201
400 X 10wks
Task & Metacognitive
Challenges
Challenging concepts or “I didn’t know what we were supposed to
tasks, unclear about
do””…why we were doing it”
what should be done.
I didn’t know how to study” “I didn’t know how
to [critique, apply, etc]
Choosing or using
strategies
Having trouble knowing
what strategies to use
or in using appropriate
strategies for the task
“I didn’t know a strategy to use for this”
“I chose the wrong strategy for my work”
“I didn’t know how to fix my strategy for the task”
“I wasn’t sure about the best way to do this
work”
Finding the right
place & situation to
study
Studying in the wrong
environment or
studying with the
wrong people
“I couldn’t concentrate because it was too noisy”
“My friends distracted me”
“Other activities distracted me”
“I couldn’t find a good place to work”
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Life & Selfmanagement
Having trouble with my
health, sleep, or other
life events
“I was feeling sick”
“I was distracted by other things going on in my
life”
“I was hungry”
“I was sleepy”
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Self-regulated learning is about…
STUDENTS Knowing what to do when these
challenges emerge
STUDENTS Responding adaptively &
flexibly in the face of challenge
STUDENTS Learning how to learn from
mistakes
What do we need to know to help?
 How to help students figure out where in the SRL process
things are breaking down
 How to design instruction and assessment that creates
opportunities for multiple cycles of regulation to unfold
(A) Classroom tasks & contexts
(B) Assessment & feedback processes
(C) Interactions & relationships
Next time
• Creating safe spaces to make mistakes
• Creating opportunities to learn from mistakes and be rewarded for that
Break time – Think pair share
1.
What are 2 ways SRL is
implicated in this classroom
scenario?
2.
What are some of the
strengths and weaknesses
you see in terms of selfregulated learning?
Regulation unfolds over phases
You need to be willing
and able to adapt or
make changes during
and after…learning
from your history
(seizing the
opportunity that failure
presents)
You need to be
able to recognize
Large Scale
when things are
going sideways
Adaptation
Winne &
You need to engage,
drawing upon a tool
kit of
strategies to get
Hadwin
(1998)
in there, try it and
take some risks
Task
Perceptions
Monitoring
Evaluating
Task
Enactment
You need to know
what your job
REALLY is….and
WHY.
Goals
& Plans
You need to be able to
break things into
specific task
goals/standards that
are challenging but
achievable
Problems in planning cannot be fixed with task
enactment strategies (study skills)
Incomplete or
inaccurate Task
Perceptions
Failure to adapt or
turn challenges
into opportunities
Where we usually
intervene
Lack of monitoring or
inaccurate selfevaluation
Weak strategy
choices or no
strategy
Goals-Plans
without precision
or commitment
Tasks are layered with information
Explicit
Provided information (instructions,
terms, grading scheme, details)
Implicit
Information to be reasonably
inferred (purpose, fit with other
things we have done, kind of
thinking)
Socio-contextual
Disciplinary & teacher beliefs
& values that give shape to
this
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•
•
•
What is my job here?
Identifying what I have to do r demonstrate
Interpreting instructions & terms
What tools have been provided
• Why are we doing this? Why do I need to know this stuff
• What should I know or learn
•What does this have to do with what we did last week?
•What are some tools and resources that might help me?
• What does the teacher really care about when we are
doing this?
• What does this have to do with how
historians/electricians/etc think and work?
• What kind of thinking is valued here?
Students often have inaccurate or
incomplete task understandings
So I can figure
out if
So you have
something
to if
I understand
and
grade us on?
my studying
working
So know what
while I still have
you need to teach
us again fortime
the to fix it
final?
ED-D 401 Hadwin
Why do you have
a
Midterm test in
this class?
Task Understanding Gr. 2 (Stephanie Helm)
Good knowledge test scores
Good task understanding
Knowledge Tests
1
9
0.9
8
0.8
7
0.7
Proportion Scores
10
6
5
4
3
0.6
Explicit
0.5
Im plicit Course Concepts
Im plicit Purpose
0.4
0.3
2
0.2
1
0.1
0
0
Time 1
Time 2
Time 1
Time
Time 2
Time 3
Time 4
Time
Score for Target Item Responses
Weak but improving test scores
Knowledge Tests
1
10
Weak task understanding
0.9
9
0.8
Proportion Scores
8
7
6
Score
Score
Score for Target Item Responses
5
4
3
0.7
0.6
0.4
0.3
2
0.2
1
0.1
0
Time 1
Time 2
Time
Explicit
Implicit Course Concepts
Implicit Purpose
0.5
0
Time 1
Time 2
Time 3
Time
Time 4
Developing TU is essential to learning
Big Improvement
Strong emerging task understanding
Score for Target Item Responses
Knowledge Tests
1
10
8
0.8
7
0.7
Proportion Scores
9
0.9
Score
6
5
4
3
0.6
0.4
0.3
2
0.2
1
0.1
0
Time 1
Time 2
Time
Explicit
Implicit Course Concepts
Implicit Purpose
0.5
0
Time 1
Time 2
Time 3
Time
Time 4
Butler’s (2003) findings
% of students
Interpreting
Tasks
Strategy Use
76%
Monitoring
49%
76%
Areas of Difficulty
% of students
• Describing task demands
• Interpreting assignments
• Strategy description
• Aware of problems, but not solutions
• Implementing strategies
59%
27%
71%
39%
8%
• Problems defining monitoring criteria
• Little evidence of monitoring
48%
10%
Based on 100 case studies of post-secondary learners
(Butler, 2003)
Slide prepared by: Dr. Deborah Butler (UBC)
But they don’t realize this is the problem
Student Assessment of Problem
Instructor Assessment of Problem
Task
Understanding
Goal settingplanning
Task
Understanding
13
Goal setting planning
6
3
Enacting
8
3
No Evaluation
1
Enacting
No Evaluation
1
6
What can teachers do?
 Facilitate task understanding
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Don’t do the interpretation for them
Guide them through a process of
co-constructing perceptions of tasks and task features
 Ask students about tasks

What is your job here?
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Why are we doing this?

What do I want you to learn?
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How does this relate to what we
did last week?
What can teachers do?
 Group/Peer discussion
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Have students compare task perceptions
Compare plans for completing work
Peer read and discuss drafts
 Assess task understanding
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Quiz
2 minute free write
Formal task analysis
 Model thinking & how you find TU answers
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What am I being asked to do?
How am I being asked to think?
Why are we doing this?
Phase 2: Goal Setting
 What are Goals?
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What you are aiming to accomplish or learn
Standards for work
Commitment to a particular outcome
Taking what you know about a task (your task
understanding) and turning it into a
 plan of action
 standard to achieve
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Why are goals important for SRL?
•
Good goals help you...
o Deal with 1 little piece at a
time
o Know how to get started
o Know which strategies to use
o Generate feedback on how
well you’re doing
o Get motivated
o Plan & manage your time
Goals play a central role in regulating…
 http://youtu.be/9Y9tZy9EXOs
Goal Setting Video – Ian Thorpe
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•
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Important for progress
Motivating
Challenging but achievable
Distal to proximal...right down to this
training session
• Important to reflect on goals
• Learn from past goals and experiences
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Goals become important …
•
•
•
•
•
In all tasks and academic work
When choices are made available
When there are multiple ways to demonstrate
mastery
Work extends over time (multiple classes)
Student self-evaluation & peer evaluation are
promoted
Personalized learning contexts
Not all goals are effective
Low
• Study
Moderate • Read pages this in class
High
• Explain 4 factors contributing to World War 2 using the in
my own words. I should be able to explain it to my
classroom buddy.
• I could draw a fishbone cause and effect diagram while I
am reading to help me get things in the right sequence
TASC Goals
What Are Good Goals in SRL?
Good goals for your academic tasks include ALL
the following characteristics:
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
Time (day, time, duration – 2 hours max)

Action(s) (thinking process or ways of thinking)

Standard (to what degree, amount, standard)

Content (what specific course ideas/concepts)
Danger of Weak goals
Lower
efficacy for
next goal
In this past week i had a hard time
motivating myself to get ahead in my
classes. I found that i was pushing
things of and procrastinating.
Experience
Motivational
Challenge
MOT CHLG: This past week i found it
difficult to do as much work at home
as i should have. I didn't have any
deadlines in the near future. I found
it difficult to keep myself motivated
and focused on my course work for
more than about half an hour at a
time.
Maladaptive Motivation Cycle
This next week i would like to finish
catching up on my political sciences
reading and also get a head start on
The goalmyiscomputer
usually science project. My goal
for the end of next week is to be up
not specific
to date or
on the readings and create an
proximal
outline for my computer science
project
Set a behaviorfocused goal
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What happens when goal setting is taught?
Goal quality
increases
They start
achieving their
goals
They start
believing they can
achieve their goals
Developing Goal Setting
 Requires task understanding
 Requires sustained practice
 Requires reflection
 Requires examples and scaffolding
Takes my 1st year undergraduates 8 weeks of setting one goal every week, before we
start to see change in the quality of goals and the outcomes of setting those kinds of
goals
ED-D 401 Hadwin
Example: TASC Goals Identify Actions
Your goal says what action you will take
to think about/learn the content

The verb in your goal statement
Gathering
Information
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Learning
Verbs
Processing
Information
Extending
Information
• Define
• Compare
• Evaluate
• Describe
• Contrast
• Generalize
• Name
• Classify
• Judge
• Identify
• Sort
• Predict
• Recite
• Explain why
• If/Then
• Note
• Infer
• Hypothesize
• List
• Sequence
• Forecast
• Analyze
• Apply the principle
Weak strategies or strategy choices
To be strategic students need to know:
• when to use the strategy
• why the strategy works
• how to apply the strategy
• how to check if the strategy works
• Customize strategies
IF……THEN…..ELSE
Reading tactics vs. strategies
http://teachers.scholarschoice.ca/products/Re
ading-Strategies-Bulletin-Board-Setp10860/?pstart=
https://sites.google.com/a/fessenden.k12.nd.us/hov
land/homework/reading-strategies
Effort appropriately applied?
For Studying
• “I read it over once and hope to retain it”
For Reading
• “[I] just reread and reread and reread”
• “I just read and ... hope I get it”
For Learning Math
For Writing
• “If I don’t understand I’ll keep going over
it till I do”
• “[I] read, use rules, find a reasonable answer, cheat”
• “If I am using them [strategies], I’m not aware of it”
• “I write my thoughts as they flow through my mind, in
sentences.”
• “I write down my point and at the end I have a mess.”
Motivation & Self-confidence
Relate to student’s experiences:
 a lack of confidence
 little sense of control over outcomes (i.e.,
low self-efficacy)
 frustration, boredom, anxiety
 Putting effort and seeing no results
Students may:
Taking an SRL approach to
figuring out the problem:
Reveals opportunities to turn
challenges into successes
 try but be “actively inefficient”
 give up
 Rebel
Where to go from here
1. Over the next couple of weeks in
your school…..think about SRL.
What do you see?
2. What resonates from todays
introduction to SRL?
3. What are 2 kinds of self-regulation
problems or challenges you
observe
Where are your students struggling?
You need to be willing
and able to adapt or
make changes during
and after…learning
from your history
(seizing the
opportunity that failure
presents)
You need to be
able to recognize
Large Scale
when things are
going sideways
Adaptation
Winne &
You need to engage,
drawing upon a tool
kit of
strategies to get
Hadwin
(1998)
in there, try it and
take some risks
Task
Perceptions
Monitoring
Evaluating
Task
Enactment
You need to know
what your job
REALLY is….and
WHY.
Goals
& Plans
You need to be able to
break things into
specific task
goals/standards that
are challenging but
achievable
Teachers as self-regulating learners
You need to be willing
and able to adapt or
make changes during
and after…learning
from your history
(seizing the
opportunity that failure
presents)
Systematic
tracking
Scale
How is it going?
Large
Adaptation
Task
Perceptions
Monitoring
Evaluating
Trying it out
Winne & Hadwin (1998)
Task
Enactment
What is really going
on, what is the
problem? What do I
really care about?
What do I want to
learn?
Goals
& Plans
Breaking it down into
manageable and
achievable short term
goals
Identifying specific
instructional strategies
Add to our wall…
What do you know about self-regulated learning?
K
W
What do we know? What do we want
to learn?
✔
✔
Or tweet your thoughts
#SRL4life
L
New
Surprising
Confusing
Exciting
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Questions & Comments?