Question

A growing body of research offers guidance about how to design tasks and structure classroom interactions to support students’ development of and engagement in self-regulated learning. This research indicates that students develop academically effective forms of self-regulated learning and a sense of efficacy for learning when teachers involve them in complex, meaningful tasks that extend over long periods of time. Further development occurs if teaching incorporates these features: student control over their learning processes and products (choices), involvement in self-monitoring and self-evaluation, and opportunities to work in collaboration with peers and seek feedback from them. Mr. LeBlanc, in designing a unit on crustaceans, has planned complex, meaningful tasks for his students to do over a 3-week period to meet learning goals in science. How might he incorporate the other 3 features for promoting self-regulated learning?

Answer 1

Student control over the learning process and product:

The students should be given a variety of choices to how they are going to accomplish their tasks. This will let them decide what is best for them. He should let the students decide how they are going to learn and what all they expect to learn from each task. To understand this, he can take a note of every student's expectations.

Involvement in self-monitoring and self evaluation

He can conduct the assessment for the tasks in 2 ways. One of it should be self assessment where he would give them a set of questions and tell them to answer and assess themselves and make a note of where they are lagging behind. The students would use it to improve themselves better.

Opportunity to work in collaboration with peers and seek feedback from them.

The second part of the assessment could be that their peers should assess their answers in turns and give them a feedback of where they should focus more.