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JNE 16, 2014 The Secret of Self-Regulated Learning By: Linda B. Nilson, PhD in Teaching and Learning Add Comment Self-regulated learning is like your own little secret. It stirs from within you, and is the voice in your head that asks you questions about your learning. More formally, self-regulated learning is the conscious planning, monitoring, evaluation, and ultimately control of one’s learning in order to maximize it. It’s an ordered process that experts and seasoned learners like us practice automatically. It means being mindful, intentional, reflective, introspective, self-aware, self- controlled, and self-disciplined about learning, and it leads to becoming self- directed. Another secret about self-regulated learning is its strong positive impact on student achievement. Just the cognitive facet of it, metacognition, has an effect that’s almost as large as teacher clarity, getting feedback, and spaced practice and even larger than mastery learning, cooperative learning, time on task, and computer- assisted instruction (Hattie, 2009). Self-regulated learning also has meta-emotional and environmental dimensions, which involve asking oneself questions like these: How motivated am I to do the learning task, and how can I increase my motivation if I need to? If my confidence in my ability to learn this material sags, how can I increase it without becoming overconfident? Am I resisting material that is challenging my preconceptions? How am I reacting to my evaluation of my learning? How can I create the best, most distraction-free physical environment for the task? Metacognitive questions include these: What is the best way to go about this task? How well are my learning strategies working? What changes should I make, if any? What am I still having trouble understanding? What can I recall and what should I review? How does this material relate to other things I’ve learned or experienced? Asking oneself these questions also constitutes elaborative rehearsal, which is the thinking process that moves new knowledge into long-term memory. Just because we may practice self-regulated learning doesn’t mean our students do. Most of us were among the best students, especially in college, and the best students can become the worst teachers because we quickly knew how to master the material.
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