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Beginning Teaching & Beginning Learning (Moyles et al) - Ways of…
Beginning Teaching & Beginning Learning (Moyles et al) - Ways of learning (ch 3)
Psychological approaches to self-regulated learning.
Socio-cultural ideas formed from the work of Vygotsky:
Development of children's learning was a process of moving from other-regulation (performing a task with support) to self-regulation (performing a task independently).
Links to the scaffolding approach - practitioners withdraw support as the child becomes more confident & capable.
Information-processing approach & the work of Flavell:
Young children under the age of 7 years were found to be capable of carrying out a taught memory strategy, but incapable of producing that strategy independently.
Led to the development of Flavell's (1979) model of 'metamemory' and Brown's (1987) model of metacognition.
In Brown's model, metacognition was characterised of consisting of 3 related elements: metacognitive experience, metacognitive knowledge, and self-regulation.
The pedagogy of self-regulation.
Useful pedagogical techniques for primary age children:
'Co-operative groupwork' (Forman & Cazden, 1985) - a range of techniques involving children in collaborative activities which means they have to articulate their own understandings, evaluate their performance and be reflective of their learning.
'Reciprocal teaching' (Palincsar & Brown, 1984) - a structured procedure which involves teachers modelling an activity to a group of children who then have to teach the activity to their peers.
'Self-explanations' (Siegler, 2002) - children are asked to give 'how' and 'why' explanations about, for example, the events in a story and then ask them to give explanations of their own reasoning.
'Self-assessment' (Black & Wiliam, 1998) - a range of pedagogical ideas involving children's self-assessment of their own learning, e.g. children choosing the level of difficulty of the task they do.
'Debriefing' (Leat & Lin, 2003) - a range of techniques reflecting upon an activity or a piece of learning, encourage pupils to ask questions and explain their reasoning.
Four underlying principles that tie together all pedagogical practices in ways which explained their importance in understanding learners:
Emotional warmth & security - attachment.
Secure emotional attachments in children have been found to be associated with a range of positive emotional, social, and cognitive outcomes.
Teachers can provide emotional warmth in the classroom by...
Providing a model of emotional self-regulation - talking through their own difficulties with the children.
Show they appreciate effort as much as products.
Show an interest in the children as people & share aspects of their personal lives.
Negotiate frameworks for behaviour with the children that are fair & supportive.
Feelings of control.
Feeling in control of their environment & their learning is fundamental to children developing confidence in their abilities & the ability to respond positively to a challenge.
Teachers can provide children with feelings of control by...
Making sure that children have access to a range of materials for their own purposes.
Giving children the opportunity to make choices about activities.
Understanding that an aesthetic area or display may not be as valuable to the children's learning as one to which the children have contributed.
Adopting a flexible approach to timetabling that avoids unnecessary interruptions during the children's own learning.
Cognitive challenge.
Providing children with achievable challenges & supporting them so they can meet them, is the most powerful way to encourage positive attitudes to learning & the children's independent ability to take on challenging tasks.
Teachers can implement cognitive challenge by...
Asking children to plan activities.
Considering whether activities planned to be carried out individually could be made more challenging as a collaborative group task.
Ask more genuine open-ended questions that require higher order thinking, for example; why, what would happen if, what makes you say that?
Give children opportunities to organise activities themselves, avoiding too early adult intervention.
Articulation of learning.
If children are going to become aware of their own mental processing, the process of thinking & learning needs to be made explicit by adults & the children need to learn to talk about their learning & thinking.
Teachers can get children to talk about their learning by...
Peer tutoring - where one child teaches another.
Involving children in self-assessment.
Making learning intentions explicit when tasks are introduced, or discussed whilst the children are engaged in the task, or afterwards in a review session.
Modelling a self-commentary which articulates thinking & strategies.
The roles of language development & play.
Research on children's dialogue within collaborative groupwork/play has demonstrated the power of these kinds of experiences for enhancing children's expressive language & their abilities to explain their reasoning & justify their opinions.
Barker et al (2014) - children who were given more unstructured time in their home lives demonstrated the most enhanced self-regulatory skills in an academic task.
Berk et al (2006) - demonstrated a link between pretence play in a school setting & self-regulatory abilities.
Recent work has established the key role of language development in supporting self-regulation.
E.g. a study of 120 American toddles showed strong relationships between vocabulary size & a range of observed self-regulatory behaviours - like the ability to maintain attention on tasks.
There are particular ways in which teachers can provide rich, playful educational experiences to support children's self-regulation:
The broad goals of the task are set out by the teacher.
The task is intrinsically playful, open-ended & collaborative.
The teacher is involved in the activity as a co-player, supporting the children to be genuinely collaborative.
The children have the freedom to be creative & develop their own ways of developing the task.
The teacher engages in metacognitive talk with the children - asking them to articulate their thinking & evaluate their progress.