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Introduction to Self-regulated Learning - Coggle Diagram
Introduction to Self-regulated Learning
Understanding Learning
Memory
: capacity to encode, store and retrieve information
Brain work -> Learning requires practice and meaningful connection
Learning = physical change in your brain
Effort
is needed to understand and keep things remembered
Science of Learning
"Learning is a change in knowledge attributable to experience"
Knowledge = what the learners know
Experience = interaction with environment
Change = process
Multi-Store Model of Memory
Short-term memory
: Lasts 15-30 sec, Information will be forgotten if no rehearsal
Long-term memory:
unlimited capacity, lasts for min - lifetime
Sensory memory
: No storage capacity, Duration less than a sec
Research on learners and learning
Building Competence
understand how those facts fit into broader concepts
being able to toganize information for easy retrieval and application
Solid foundation of factual knowledge
Taking charge of learning: The Power of Metacognition
Metacognition
: ability to monitor one's own learning progress and set goals
Preconceptions and Learning: How prior knowledge shapes understanding
Develop competence in an area of inquiry
Understand facts and ideas in the context of conceptual framework
Organize knowledge in ways that facilitate retrieval and application
Have deep foundation of factual knowledge
Ways to activate prior knowledge
Link what you have learned into your mental scheme
use analogies to understand concepts or events
Before starting aks yourself what you already know
SRL: Process by which individuals actively and intentionally manage their own learning
Performance
: all the efforts to learn
Use self-control strategies to stay cogintively engaged and motivated
Self-Control: refers to the use of specific techniques to direct learning
Monitoring how you are progressing
Self-observation
Execution of the task
Reflection
Self-Judgements: asses performance
Self-reactions: feelings of self-satisfaction and adaptive/ defensive responses
Constructing the future steps
Forthought
: preparation
Motivational beliefs
: influence the activation of learning strategies
Outcome expectations
Task interest/ value
Goal orientation
self-efficacy
Setting goals
Tasks analysis
: effort to break task into key componentst
Planning how to reach goals
Strategies
Seeking information
Environmental structuring
Goal-setting and planning
Seeking social assistance
Organizing and transforming
Self-evaluating
Keeping records and monitoring