Self-Regulated Learning

In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your

Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.

Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.

In December 2011 Suleyman Avci conducted a study on 508 first grade students to learn the relationship between self-regulation and the delay of gratification in doing well in academics. Most people are aware the more time they put into something the better the results will turn out and the bigger the reward will be. This theory applies to almost anything including academics. The more one studies the better they will do on a test however, not all students understand this, which explains why some students are more stressed than others. In order to perform well in school students need to set goals for the future and not get distracted by things in the present, like watching television or playing video games, instead of studying for a test. I am completely aware of this; nevertheless, it is still hard to do because my “hot system” wants the instant gratification of doing something fun rather than homework. Future success is hindered by the need for instant gratification. Students who achieve higher levels of academic success are those who realize academic rewards are more important than temporary satisfaction. Those

It is essential that students receive realistic and immediate feedback that enhances self-efficacy. It is imperative that I return student work in a timely fashion so they can reflect on their work because “students’ achievements are enhanced by providing them with information about their current level of performance followed by specific learning tasks aimed at mastering the material” (Jones & Jones, p. 285). I will be able to correct faulty thinking by my students when I return their work in a timely fashion which will prevent future mistakes over the same topic. It is vital to the success of my students that they experience a safe, well-organized learning environment in my classroom. It is a necessity that students feel safe and comfortable in the classroom so I can challenge them to reach their goals in a

Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity

Self-discipline has a huge impact on my learning because it gives me the ability to control my feelings and overcome my weaknesses. The emotional intelligence theory talks about ‘’understanding yourself, your goals, intentions, responses, behaviour and all’’ which all ties is with knowing and managing the emotions of yourself and others which for me is what mainly affects my attitude towards things.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

This artifact portrays the ability of students to self and peer assess during learning activities. “Self-assessment is more accurately defined as a process by which students 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills (McMillian and Hearn, 2008).” This particular activity was part of a larger learning target.

This will enable me to provide the necessary support for the students who need it immediately and prevent major problems relating to disengagement – loss of student interest in learning, failure avoidance, student negative emotional states, student-teacher relationships degrading as a result of the student feeling isolated and having their troubles go unnoticed. I have personally known a lot of young people who have had difficulty voicing exactly what is going on and where they need help; I hope that formative assessment will do some the talking for students like this, and young students who may not be able to articulate their issues

Self assessment is a process in which you examine yourself in attempt to discover and learn more about yourself. Your likes, dislikes, behaviors, attitudes and habits can be found during this process. You can use the discoveries to your advantage by accepting or changing strengths and weaknesses. I plan on using this course to enhance my personal skills to become a better student and find success in earning my Bachelor of Arts degree at Ashford University in Social Science. Self Assessment is the first step in my successful future.

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).

Before addressing the tools of teaching and learning styles favoured by those who have entered courses of education, my peers and I discussed possible reasons for embarking on a course of study and the motivations for sticking with that course.

We are able to begin to develop abilities in self-directed-studying during our first-year in the college, to be an effective student. We will be spending a considerable time getting information and learning the continuous creation of new information, new skills due to the fast pace of change in culture and technology, and an access to info. Much with this learning will happen at our own initiative. We as a person will have the main responsibility for implementing, planning, and even appraising our learning effort. This what we should understand as self-directed learning.

Assessment enables educators to provide feedback to their learners, this in turn promotes self-evaluation by the learner, as they use the assessment feedback to scrutinise and make judgements about the quality of their work (Spiller, 2009:6 & 7).