Self Learning Managment

Self Regulated Learning is a component of of the Diagnostic Assessment and Achievement of Colleges. The purpose of Self Regulated Learning is to identify your strengths and weaknesses as a learner. Using the report generated from the quiz can help you become a better student by identifying areas that may need work. The report covers meta cognition which is being aware of your thoughts and how you approach learning, strategies which evaluates your procedures used to enhance your learning,and motivation which is your desire to do something.

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

At one of my settings the children were given time each day for independent learning. This means the children are free to choose what they would like to do from a choice of activities like painting, construction, graphics, and reading. There are so many different strategies in which a setting can use self-reliance. Two strategies that I’ve picked are independent learning and morning routine. Children need routines to give them security. It reassures them that they are safe and in a caring and loving environment. When the children come in they know that they have to put their coat and bags on their pegs. These pegs are named and some settings have a picture next to their peg. The pegs are at their level which makes the job easier for the child. All of this encourages independence as the children are self-reliant and they don’t have to rely on the teacher. This improves the child’s self-efficacy as they start to believe that they can perform certain tasks by themselves it also makes the child aware of their strengths and weakness.

The self-directed learning theory is when adults make their own decisions about learning. They have full control over their learning and how it will define their future. Self-directed learning lets adults have their independence in the learning process. For example, students are to do a project on any subject as long as it deals with business. This lets the adults decide what topic they want to do, how they want to put the project together, and allows

In this study, self-determination was identified as feelings of autonomy, self-regulation, psychological perspectives, empowerment, and self-realization (Jones & Hensley, 2012). The area most impacted for self-contained students was psychological empowerment. Teachers in the research study stated that the self-contained students were more dependent on the classroom staff for learning support (Jones & Hensley, 2012). These students were more likely to seek assistance on simple assignments that they could have easily completed on their own. While it is important for teacher-student relationships to be positive, an overdependence on teachers can hinder the learning process and negatively impact the confidence level of the student (Jones & Hensley, 2012). However, students in resource classrooms displayed higher levels

On the other hand, Printich (2000) integrated motivational constructs and developed a general framework of self-regulated learning. There were four phases to this framework, forethought, monitoring, control and reflection phase. Under each of the phases, different self-regulatory activities from contextual, behavioral, motivational, affective and cognitive areas were listed. Boekearts (1997), described self-regulation as the parallel process of purposeful action used by students to meet their two priorities, growth goals and emotional wellbeing goals (Boekearts & Corno, 2005; Puustinen & Pulkkinen, 2010). Finally, Zimmerman (1989), described self-regulated learning through the lens of Bandura socio-cognitive theory. Zimmerman (2002) described self-regulated learning as a cyclic process which consists of three phases: forethought, performance, and reflection. For the purpose of this paper, the focus is on examining forethought process of self-regulated learning described by Zimmerman

As with the development of many new ideas, self-directed learning has created some confusion in that many related concepts are often used either interchangeable or in similar ways. Examples include self-education (Hosmer (1847), Dickinson & Clark, 1975, Smith 1976, Snedden 1930); self-directed learning; self-planned learning (Tough 1966); self-instruction (Johnstone &Rivera 1965, Smith 1976); individual learning (Smith 1976); autonomous learning (Houle 1962, Miller 1964, Moore 1980, Smith 1976); independent study or independent learning (Jourard 1967, Moore 1972); and self-access learning (Dickinson 1987). Yet these terms offer varied, though often subtly different, emphases. To illustrate these differences, several views of self-direction can be compared and contrasted.

Self-directed learning focuses on the process by which adults take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. Furthermore, self-directed learners are highly motivated, independent, and strive toward self-direction and autonomy. They take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, implement learning strategies, and evaluate learning outcomes. The following is a reflection on an interview I did with my best friend Steve regarding self-directed learning.

Law Enforcement Officers have quite a challenge in today’s modern times. They require patience, discipline, morals to differentiate right from wrong, and the intellect and mental agility to make life or death decisions in mere seconds. It is also imperative of them to have effective interpersonal skills to interact with a variety of different people with different outlooks on society. The attitude today towards Police Officers along with the technology to record everything sets a lot of restrictions on how an Officer can conduct themselves without causing offense, or worse yet, putting themselves in danger for their life or career. By applying Biblical belief and principles, it sets a common ground most all people can relate to, which in turn, has the possibility to deescalate a situation before it gets out of hand.

I recently read in the book ‘Skills for Success’ by Stella Cottrell, that you need to take responsibility for your own learning and recognise your own learning preferences. This is a valuable thing to pick up on as being able to recognise how you learn best can help you complete a task to your best ability, and taking responsibility for you own learning rather than replying on others shows what a resourceful worker you can be. After reading this I realised the best

A self-directed, intrinsically motivated, active learner is someone who find knowledge worthy, understands the importance of knowledge and information that an individual can have, considering knowledge as the mineral of success, it's the most important aspects an individual needs in his path reaching success, by that mean, such a person find knowledge in everything, he or she learn from mistakes, researches, tests, etc... and he or she get the best conclusion of each of these aspects, such a person has a strong personality, self confident, and curious to learn what he or she love.

In addition to the success of teachers and the description of motivation, there are other concepts that are related to motivation. Social-cognitive and self-determination theoretical perspectives are referred to when describing Self-Regulated Learning (SRL) in motivation literature. Several theoretical models conceptualize and explain a host of processes underlying academic SRL. From most perspectives, SRL is theorized as a goal-directed process whereby individuals deploy and refine their use of specific tactics or strategies to attain personal goals (Cleary & Kitsantis, 2017). It is important to note that conceptions of academic SRL often overlap to some degree with other constructs frequently mentioned in the literature, including self-management, metacognition, and executive functions. For example, SRL and executive functions both emphasize goal-directed actions that are purposefully used to attain those goals, whereas SRL overlaps with metacognition because both constructs underscore the relevance of planning, monitoring, and reflection processes (Cleary & Kitsantis, 2017).

Self-managed learning is a capable procedure that could help people on their study way with numerous compelling techniques. This report first notes how self-managed learning can improve deep rooted development by assessing approaches to self-managed learning, courses in which long lasting learning in personal and professional connections can be supported, and the advantages of self-managed learning to the individual and association. From that point, the report remarks upon my own present aptitudes and skills. These are assessed against professional measures and those of

Generally speaking, I use Zimmerman's skills of self-regulated learning which include: (a) setting specific proximal goals for oneself, (b) adopting powerful strategies for attaining the goals, (c) monitoring one's performance selectively for signs of progress, (d) restructuring one's physical and social context to make it compatible with one's goals, (e) managing one's time use efficiently, (f) self-evaluating one's methods, (g) attributing causation to results, and (h) adapting future methods (Schunk & Zimmerman, 1998). Zimmerman (2002) notes that a student's level of learning and performance depends on the extent to which he uses each of these eight conditions.

I am currently studying at the University of South Australia completing my Masters in Business Administration (MBA). I am hoping to complete the MBA within three and half years. I am completing the MBA in order to make me a better manager. I am currently the Residential Manager for an aged care facility where I manage over 100 staff and 50 volunteers. This role can be rather challenging at times. One of the hardest issues I face is dealing with difficult staff and problematic family members. By completing this course, I will take out what I have learnt and place it into my role as a Residential Manager the Facility. Because the aged care industry is a growing in Australia, I hope to move on to more challenging roles in three and half years’ time. I am hoping to become a Chief Executive Officer (CEO) within the aged care industry.