You have probably heard of the saying, “Give a man a fish, and he eats for a day. Teach a man to fish, and he eats for a lifetime.”
That old cliché gets thrown around quite a bit in educational circles, but what really goes into inspiring people to become independent, lifelong learners? Read on to learn more about self-regulated learning and how to make it more effective.
Self-Regulated Learning
One theory about teaching people how to learn is through self-regulated learning. In the broadest sense, it’s the idea that individuals should set their own learning goals and work independently and with a sense of agency and autonomy to achieve those goals. It’s the opposite of a teacher handing out a worksheet and students completing it just because the teacher told them to.
Self-regulated learning is constructive and self-directed.[1] Instead of the worksheet example, self-regulated learning involves the students setting their own learning goals, deciding how to best achieve those goals, and then systematically and strategically working toward them. Teaching strategies like the Workshop Model and Portfolios are more aligned with self-regulated learning than a one-size-fits-all worksheet or lecture.
Workshop Model
The workshop model consists of three parts. Class begins with a mini-lesson, then students spend time working independently while the teacher circulates conferencing with students. Finally, the class ends with some kind of summary derived from what students learned through their independent work.
Heavy hitters in the workshop model are Lucy Calkins and Nancie Atwell.[2][3] Their work has been instrumental in spreading best practices so that teachers know how to create truly student-led learning experiences.[4]
Portfolios
Another example of an instruction that’s moving toward self-regulated learning is student portfolios. Students set learning goals and periodically reflect on whether or not they’re achieving those goals. They keep all their reflections and student work in folders and have periodic conferences with their teacher on how they’re pressing toward their goals.[5]
The problem though is that the workshop model and portfolios require a different mindset and skillset from teachers. That’s where the theory of self-regulated learning comes in.
3 Elements of Self-Regulated Learning
One approach to self-regulated learning is to break it down into three components: regulation of processing modes, regulation of the learning process, and regulation of self. Dividing self-regulated learning in this way helps teachers know how to best help students work toward their individual goals, and it also gives us a glimpse into how we all can become more self-regulated learners.
1. Regulation of Processing Modes
The first step in self-regulated learning is to give learners a choice in how and why they’re learning in the first place.
In our worksheet example, students are completing the task because the teacher said so, but when we reset why we’re learning in the first place, we’re starting to create a foundation for self-regulated learning.
One educational researcher, Noel Entwistle makes a distinction between three different reasons for learning, and his work makes what we’re all working toward a lot clearer. Students can try to reproduce or memorize information, they can try to get good grades, or they can seek personal understanding or meaning.[6]
The goal of self-regulated learning is to encourage students to move away from the first two learning orientations (following orders and trying to get good grades) and move toward the third, learning for some kind of intrinsic gain—learning to learn.
2. Regulation of Learning Process
The next level of self-regulated learning is when students are in charge of their own learning process. This is also known as metacognition. Studies have shown that when teachers do most of the heavy lifting—deciding what’s working and not working for each student—there’s a reduction in students’ metacognitive skills.[7]
When I was teaching middle and high school, we had a saying that if we left the building at the end of the school day more tired than the students, we hadn’t done our job. What that means is that teachers have to find a way to get students to do the heavy lifting of metacognition—thinking about thinking. And students need to accept the challenge and become curious about what’s working and not working about their individualized and (at least, partially) self-generated learning plans.
Boosting metacognition might include learning about how the brain works, what metacognition is all about, and all the different learning styles. Becoming curious about your individual strengths and learning preferences is crucial in beefing up your metacognitive skills.
3. Regulation of Self
Finally, there’s goal setting. If students are going to become truly self-regulated learners, they have to start setting their own goals and then reflecting on their progress toward those goals.
How to Make Self-Regulated Learning More Effective
Now that you’ve learned the important elements of self-regulated learning, here are 9 ways you can make it more effective for you.
1. Change Your Mindset About Learning
The first way to become a self-regulated learner is to change your mindset about why you’re learning in the first place. Instead of doing your schoolwork because the teacher says so or because you want the highest GPA, try to move toward learning to satisfy your curiosity. Learn because you want to learn.
Sometimes, this will be easy, like when you’re learning something on your own that you’ve self-selected. Other times, it’s tougher, like when you have a teacher-selected assignment due.
Before mindlessly completing your assignment, try to find “your in.” Find what’s fascinating about the topic and cling to that as you complete it. Sure, you need to complete it to graduate, but by finding the morsel that’s interesting to you, you’ll be able to start experiencing a more self-regulated kind of learning.
2. Explore Different Learning Styles
There are lots of different ways to learn: auditory, visual, spatial, and kinesthetic. Learn what all those styles mean and which ones feel especially effective for you.
3. Learn How Learning Works
Another great way to become a more self-regulated learner is to learn how learning works. Read up on cognitive science and psychology to figure out how we form memories, how we retain information, and how our emotions affect our learning. You have to understand the tools you’ve been given before you can wield those tools most optimally.
4. Get Introspective
Now it’s time to get introspective. Do a learning inventory and reflect on when you’ve been most and least successful in your learning.
What’s your best subject? Why? When did you lose interest in a subject? Why? Ask yourself tough questions about how you learn, so you can move forward more strategically.
5. Find Someone to Tell You Like It Is
It’s also helpful to find someone who can be honest about your learning strengths and weaknesses. Find someone you trust who will be honest about your learning progress. If you lack self-awareness about your learning style and abilities, it’s difficult to be a self-regulated learner, so work with someone else to start becoming more self-aware.
6. Set Some SMART Goals
Now it’s time to set some learning goals. SMART goals are specific, measurable, attainable, relevant, and time-bound. They’re a great way to become a self-regulated learner.[8]
Instead of just saying, “I want to get better at Spanish,” you might set a SMART goal by saying “I want to memorize 100 new Spanish vocabulary words by next week.” Next week, you can test yourself and measure whether or not you’ve achieved your goal.
It’s difficult to see how we’re progressing and learning when our goal is vague. Setting SMART goals gives you a clear barometer for your learning.
7. Reflect on Your Progress
Goals don’t mean much unless you measure your progress every now and then. Take time to determine whether or not you’ve achieved your SMART learning goals and why or why not you did. Self-reflection is a great way to boost self-awareness, which is a great way to become a self-regulated learner.
8. Find Your Accountability Buddies
Armed with your goals and deadlines, it’s time to find some trustworthy people to help keep you accountable. Now, your learning progress is your responsibility when you’re a self-regulated learner, but it doesn’t hurt to have some friends who know what your goals are. You can turn to this trustworthy group to discuss your learning progress and keep you motivated.
9. Say It Loud and Proud
There’s a phenomenon where we’re more likely to attain our goals when we’ve made them public.[9] Announcing our goals helps hold our feet to the fire. So, figure out a way to make your learning goals known. This might mean telling your accountability buddies, your teacher, or maybe even a social media group.
Just know that you’re more likely to succeed when you’re not the only one who knows what your goals are.
Final Thoughts
Self-regulated learning is learning for learning’s sake. So, change your entire attitude about why you’re learning in the first place. Choose what you want to know more about or start with what interests you most when assigned a topic or project.
Then, set SMART goals and periodically reflect on your progress. Self-awareness is a skill that can be practiced and improved. Make learning your job and your responsibility, and you’ll be well on your way toward becoming a self-regulated learner.
You’ll never need to blame your learning struggles on someone or something else. Instead, you’ll have the self-awareness and abilities to be able to take your learning into your own hands and find a way forward no matter your current situation and limitations.
More Articles About Self-Regulated Learning
- 7 Steps to Make Self-Learning Effective for You and Your Goals
- 8 Ways To Help You Learn Everything Faster
- 50 Free Online Resources for Self-Motivated Learners
Featured photo credit: Josefa nDiaz via unsplash.com
Reference
| [1] | ^ | International Journal of Educational Research: Self-regulated learning: Where we are today |
| [2] | ^ | Units of Study: Units, Tools, and Methods for Teaching Reading and Writing |
| [3] | ^ | Heinemann: Nancie Atwell |
| [4] | ^ | Edutopia: Using the workshop model to foster independence |
| [5] | ^ | Sage Journals: Enhancing Reflection Skills Through Learning Portfolios: An Empirical Test |
| [6] | ^ | International Journal of Educational Research: Self-regulated learning: Where we are today |
| [7] | ^ | International Journal of Educational Research: Self-regulated learning: Where we are today |
| [8] | ^ | Edutopia: SMART Goal Setting With Your Students |
| [9] | ^ | FastCompany: Why Sharing Your Progress Makes You More Likely To Accomplish Your Goals |
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