21st century learning design: Course 5 - self-regulation
Contents
- 1 Description
- 2 Learning objectives
- 3 Contents
- 3.1 Module 1: Overview - what is self-regulation?
- 3.2 Module 2: The big ideas in self-regulation
- 3.3 Module 3: The self-regulation rubric and decision tree
- 3.4 Module 4: Examining some self-regulation anchor lessons
- 3.5 Module 5: Self-regulation in action
- 3.6 Module 6: Self-regulation in action in your classroom
- 3.7 Quiz
- 4 Sources
Description
Self-regulation occurs when students consciously organize, monitor, evaluate and ultimately take control of their own learning. Educators can design learning activities that assist learners in building and developing their self-regulations skills. 21CLD: Self-Regulation introduces you to the idea of self-regulation and the dimensions of working on long-term projects, students planning their own work and providing opportunities to revise work based on feedback.
Learning objectives
To frame and answer the questions:
- What are the big ideas in self-regulation?
- What do we mean by long-term activity?
- How important is defining learning goals and success criteria in advance of undertaking work?
- How important is having the opportunity to revise work based on feedback?
Contents
Module 1: Overview - what is self-regulation?
Questions to think about:
- What is meant by the term "self-regulation"?
- Why is it critical to ensure that students learn self-regulation?
Module 2: The big ideas in self-regulation
Questions to think about:
- What does the term "learning goals" mean?
- What does the term "success criteria" mean?
- Give an example of how students could plan their own work.
Module 3: The self-regulation rubric and decision tree
Questions to think about:
- What are the four criteria of a learning activity that would allow a code of 4 for self-regulation?
- What does a code of 2 mean in terms of self-regulation?
Module 4: Examining some self-regulation anchor lessons
Questions to think about:
- When a teacher gives students the rubric used to grade the work ahead of time, is this considered self regulation? Why or why not?
- Describe what makes feedback "effective feedback" according to this rubric.
Module 5: Self-regulation in action
Questions to think about:
- In this lesson, what evidence exists that shows that the students planned their own work?
- In this lesson, what evidence exists that the students were able to revise their work based on feedback?
Module 6: Self-regulation in action in your classroom
Questions to think about:
- Think of a learning activity you will do with your students in the next 1-3 weeks. What would you code it (in terms of self-regulation) and why?
- If it isn’t at a code of 4, how could you modify it to bring it up at least one level?
Quiz
https://preview.education.microsoft.com/learningPath/e9a3beec/course/53d52563/6
