Teaching Practices that Foster Self-regulated Learning: a case study

Abstract

Abstract:The aim of this paper is to present a case study of an elementary school teacher who changed her practices to foster self-regulated learning (SRL) strategies in her students. Specifically, this study describes the process of how she developed her teaching strategies to promote SRL strategies such as self-evaluation, goal-setting and planning, and lastly, rehearsing and memorization. The teacher's classroom practices promoted opportunities to encourage her students to become conscious of their learning process as they used these specific SRL strategies and as they executed reading and writing tasks from the curriculum of English as a Foreign language. The results reflect the importance of developing SRL strategies in students from early years on in the classroom while accomplishing mandatory tasks from the curriculum.

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

“…Yet, this can be trained by teachers (Boekaerts, 1997;Dignath & Büttner, 2008;Zimmerman, 2002). Moreover, the teacher's role in stimulating and promoting SRL is crucial, as students need a skilful model (Costa-Ferreira & Veiga-Simão, 2012). In this respect, researchers have agreed that the three components of SRL should be an integral part of teachers' daily instructional strategies (Dignath-van Ewijk, Dickhäuser, & Büttner, 2013;Kramarski, Desoete, Bannert, Narciss, & Perry, 2013;Zimmerman, 2002).…”

Implementation Of Self-Regulated Learning Model In E-Learning English Writing

“…Nevertheless, the existence of the teacher remains very important and necessary. Ferreira and Ana Malgarida [33] say that the role of teachers is very important in generating self-regulation of students or developing a strategy in self-regulated learning because of systematic interaction and mutual need between students and skill models, as well as between students and teachers. Teachers can help develop self-regulation of their students by suggesting or motivating them with some questions, such as "Do you already know the purpose of the learning tasks given?"…”

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“…The results indicate that intrinsic motivation, task value, metacognition, and time management strategy usage were significantly high. Ferreira and Simao (2012) presented a case study of an elementary teacher who changed her practices to foster self-regulated learning strategies, such as self-evaluation, goal setting and planning, and rehearsing and memorization, in her students. The results indicate that the teacher's classroom practices promoted opportunities to encourage her students to become more conscious of their learning processes.…”