Principal, Queenstown Primary School lynb@queenstown.school.nz
The significant development of students’ self-regulated learning skills can be associated to positive academic growth. (Conclusion from pilot study) After completing a PhD thesis in 2010, which focused on the development of self-regulated learning (SRL) skills in young students, I was keen to continue my research around specific effective teaching strategies. My doctoral thesis provided the research base on which the pilot study was formulated. In order to build on the school-wide SRL programme, a pilot was undertaken in two year 5/6 classes (60 students) to provide a learning environment that enabled the learners to be responsible for their own learning, to know themselves as mixed ability learners, and to control their own learning environment. The pilot had three key features 1. The teachers had to consistently and effectively utilise specific SRL teaching and learning strategies. 2. Each student would have a notebook computer for their own personal use. 3. Parents would be our research partners paying the cost of the notebook lease and taking an active interest in their child’s development.
have an understanding about various learning strategies know how, when, and why to use the strategies in a specific context
monitor their own thinking and problem-solving
allocate their time and assess their progress effectively
actively find a way to succeed and are motivated to learn
continually reflect and make the necessary changes in order to complete tasks and succeed taking personal learning responsibility expect success.
My 2010 thesis showed that self-regulation training not only improves students’ learning, but also improves their perceptions of efficacy, a widely studied measure of students’ motivation to self-regulate; students who display initiative, intrinsic motivation and personal responsibility achieve particular academic success. In order to develop this responsibility and learner autonomy, the learning environment should encourage active, authentic learning, collaboration, and problem-solving. What did the SRL classroom ‘look’ like? Specific SRL strategies and tools were a strong feature of the teaching approach within the classroom. They were as follows: sharing the learning intentions, frequently, across the curriculum
We were striving to provide a learning environment conducive to developing students who:
naturally self-regulate, know about themselves as learners and have knowledge about learning tasks and environments
developing success criteria with the students in ‘kid’s speak’
giving quality formative feedback
Year 7/8 students at Queenstown Primary School engaged in personalised learning
A year 8 student choosing the ‘what’ and ‘when’ of her learning
lls and an r enable lot study setting goals
monitoring progress against success criteria and exemplars
sharing progress during performance/sharing time
self-assessing
peer-assessing
developing next learning steps
writing learning log reflective statements
helping students develop personalised timetables
utilising the inquiry process.
All of the above strategies were specifically taught and modeled over a period of time in order for the varying student abilities and needs to be catered for. Tools such as on-task/off-task checklists, carrels, a quiet non-distracting work area, iPods and STARS (sayings that allow regulated learning) were introduced to allow students, and not their teachers, to control their learning environment. A key teaching and learning tool – an individual notebook computer The use of individual notebook computers allowed students to have access to Web 2.0 tools throughout the school day, and at home, allowing an authentic integration of ICT tools to enhance learning. It also allowed strong connections between the home and school, and students could undertake ‘any time, any place’ learning. There were greater opportunities for global connections and ‘real world’ personally meaningful investigations. Students developed personal e-portfolios in meaningful contexts throughout their learning journey; therefore reporting to parents was ‘just-in-time’ and ongoing. This allowed student interests and needs to be more easily catered for. Key organisational features Students continued to take part in ‘normal’ senior school activities. ■■ Data was gathered pre pilot and post pilot in literacy, numeracy, computer skills and self-regulated learning attitudinal areas. ■■ The teacher/s facilitated learning through direct teaching sessions, one-to-one conferencing, group conferencing, daily goal setting and monitoring, modelling web 2.0 tools, monitoring work output daily, and providing online learning modules. ■■ Parents applied in writing requesting their child/children take part in the SRL pilot.
Parents paid the cost of the lease of a notebook computer – $392 ($32.70 × 12 months). ■■ The two teachers and I met weekly to reflect on and review the pilot programme. ■■ Specific teaching resources were identified and provided before the pilot started, for example, an upgrade of the school’s wireless capacity.
What effect did the SRL learning environment and key tools have on student outcomes? Comparative data from term 1 to the end of term 3 Assessment tools used included the STAR reading test, NZCER spelling test, PAT tests in reading vocabulary, reading comprehension, listening and mathematics. An attitudinal rubric
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Independent task completion
Most students now knew how to begin a task, could complete tasks, could plan how long it would take, set a plan and work to the plan independently.
Most students made significant shifts in each of the above areas with 5 per cent achieving at the high end of the rubric now being able to: get on with my work without being reminded and adjust what I’m doing to fit any changes that happen during the day ■■ self-assess my work and reflect on it to set my next learning steps ■■ seek feedback about my work and make improvements ■■ begin and complete tasks ■■ plan how long it will take, set a plan and work independently ■■ make changes to my plan if necessary ■■ use a range of SRL tools to help me work effectively.
Comments from the students included:
SRL tools help me to stay on task.
SRL teaches you to work independently.
I can finish activities faster.
I can manage my time well.
I can research on my own.
SRL gives freedom and responsibility.
It’s helped me to get organised during the day.
Students self-regulating their learning
Overall there was a significant acceleration in progress. ■■ There was a significant shift from average stanines to high-end stanines. ■■ There was a smaller number of students achieving in the below average stanines category. ■■ Over 50 per cent more stanine 9s were achieved.
Major shifts of the SRL attitudinal rubric were as follows: Being responsible to start the school day
Most students were now consistently ready before 9 am with the things they need for the day and checked if not sure.
Time management
Most students could now identify and complete multiple tasks within timeframes given.
Self-motivation
Most students could now describe the purpose of a task, could willingly maintain the effort to complete the task and could set a goal related to their learning.
Working independently
Most students could now get on with their work independently most of the time and adjust what they were doing to fit any changes that happened during the day.
SRL is cool – I know more about the computer than anyone else in my family.
assessment tool was developed based on key SRL Managing Self features. The results showed:
Having a notebook is awesome! It helps me to be an independent worker.
I think its fun because we get to work on our laptops. We get to use SRL tools and work on our own. It’s easier to research with our own laptops because we don’t have to wait for someone else to get off them. I’ve become better at putting my own things away in the morning on my own. I think this year has gone better because I’ve been more organised at the start of the day. I can be more independent in my learning and I can get more work done by using my laptop for baroque music or using a carrel. This year was a really good year because we had computers and we could use them for lots of things like baroque music and save our homework on it to take home.
Comments from the teachers included: The most rewarding has been seeing the students who rarely organised themselves before school now organising themselves and sometimes others before school, completing work before school, being more reflective, seeking more feedback and though not constantly demonstrating ‘perfect work habits’, they can articulate what would be ideal work habits and conditions and can explain why. ■■ I have also learnt A LOT about myself as a teacher, a learner, in my planning, organisation and management skills.
The noticed students were: Organising themselves before school. More reflective about their work. ■■ Seeking peer feedback more often.
Taking responsibility for their learning environment using carrels, baroque music, work buddies/independent working, setting goals, creating ‘to-do’ lists of their own. ■■ Able to set SMARTer goals. ■■ Planning their work more carefully. ■■ Discussing their work action plans in more detail and with more confidence. ■■ Able to work on multiple things and were more flexible. ■■ More aware of who they are as a learner – or more able to articulate at least. ■■ Learning to plan their time better based around when they are out of the classroom.
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The teachers felt they were now able to: Focus on small groups and individuals. Meet a greater range of needs. ■■ Cater to a range of learning styles. ■■ Provide students with a voice and ownership of their learning. ■■ Develop their own as well as student ICT capabilities and understandings. ■■ Research when and where needed. ■■ Increase student engagement and motivation. ■■ Increase their understanding of SRL strategies and tools. ■■ Develop the ability to reflect on practice. ■■ Develop students ability to reflect on their learning set goals and recognise next steps. ■■ Create resources myself that fit the purpose.
Comment from a parent: For us personally, the SRL class this year and the access to the laptop that came with it, have been a real boost for [our child] – he has been more engaged with his work this year than I have ever seen him. Our initial apprehensions about the computer have proved to be unfounded and I am really pleased with the space he is in as he heads off to Intermediate next year. Where to now? During term 4 of 2011 the teachers undertook a team teaching approach and most students were deemed ready to learn via a personalised timetable. It was evident that at least three terms of SRL teaching and learning was needed for both the teachers and students before SRL personalised timetables could be utilised with success. Acknowledgements
Thank you to the following people associated with this pilot study: The Ilam School community – BOT, staff, students and parents/ caregivers. Mrs Karina Robinson and Mr Aaron Sangster, the pilot teachers who were courageous and persevered to undertake the study with me. They are exemplary teachers.
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Reference
For more information: Ph: (09) 448 5210
Bird, L G (2009). ‘Developing Self-Regulated Learning Skills in Young Students.’ PhD thesis, Deakin University, Victoria, Australia.
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