PME 800

Welcome to PME 800- Self and Regulated Inquiry and Learning 

Image Source

Introductory Module:

This week is all about introductions and becoming acquainted with the course expectations. Thus far we have talked about what self-regulated learning means to us and what experiences have we had with it. 



Module 1: Forming A Theoretical Foundation

This module's weekly objectives were to:
-understand theories, models, and characteristics of SRL
-consider the theoretical framework as a strategy for professional and personal inquiry 

Activities we completed were:
-a self-assessment on myself as a SRL
-scholarly readings (making a personal or professional connection to two)



ACTIVITY 1- SELF ASSESSMENT 

When completing this self-assessment I was less surprised by my results because I had a good idea of what my strengths and areas of improvement already were. An element that stood out to me as area of improvement was: collaboration, but not in the way one might speculate. I am a reliable team member and enjoy working with others and sharing ideas. My school district encourages their teachers to collaborate and work together, and provides us with prep times that facilitate planning within grade groups. Aside from us teachers loving to work with each other, we also enjoy bringing our students together to share in learning; this provides them with the opportunity to be flexible in different educational environments and in who they learn with. 

My collaborative deficiencies arise from working in an online setting. Working through correspondence has its benefits and downfalls. It allows you to be flexible in how you study, but can also be solitary and lonesome. It is hard for me to initially establish and build relationships with my learning community because I am a social person who loves meeting people face-to-face. This barrier can prevent me from reaching out when I truly need to (ex. checking my understanding) and is something I need learn to work on. I hope this course, and the other, will help me develop skills to be a more confident and outgoing online learner!

ACTIVITY 2- SCHOLARLY RESPONSE

The articles I chose to review are by Zimmerman, “Becoming A Self-Regulated Learner: An Overview” and Zumbrunn, Tadlock, and Roberts, “Encouraging Self-Regulated Learning in the Classroom”. There were a few themes I was able to compare and analyze from both Zimmerman’s and Zumbrunn, Tadlock, and Roberts’ articles, as well as agree with, disagree with, and wonder about.

The overlap in key ideas I noticed within each article were as follows. Self-regulated learners are aware of their academic beliefs, abilities, and behaviours towards learning. Motivation, self-efficacy and self-regulated learning are a combination of factors that can increase academic achievement for students. Self-regulated learning can be taught and is a process that is broken into three, cyclical phases: forethought, performance, and self-reflection. Zimmerman (2002) stated, “self-regulated students are not only more likely to succeed academically, but view their futures more optimistically” (p. 66). 

Zimmerman, Zumbrunn, Tadlock, and Roberts’ articles brought up several points I could connect to and agree with. “Self-regulation is important because a major function of education is the development of life-long learning skills” (Zimmerman, 2002, p. 66). I always tell my students that our [teachers] job is to prepare them for a life full of learning! My intentions as an educator is to teach my students the skills needed to function in today’s society (i.e. critical and creative thinking, communication, social responsibility, flexibility, etc.). I believe self-regulation is something we often do in the classroom, whether or not we know it, however, it needs to be explicitly taught through instruction and modelling. I enjoyed reading the section in Zumbrunn, Tadlock, and Roberts’ article about ways I can specifically facilitate a learning environment that is conducive to self-regulated learning. Instruction and modelling is essential in introducing and teaching appropriate strategies for self-regulated learning, while guided and independent practice is crucial because it allows students incorporate this new learning into their daily lives. These practices and procedures gave me a better understanding of how I can support self-regulated learning in my classroom and what that would look like. 

“Students are seldom given choices regarding academic tasks to pursue, methods for carrying out complex assignments, or study partners. Few teachers encourage students to establish specific goals for their academic work or teach explicit study strategies. Also, students are rarely asked to self-evaluate their work or estimate their competence on new tasks.” (Zimmerman, 2002, p. 69). I disagree with this sentiment and think teaching has become far more progressive since this article was written, in terms of how we differentiate and personalize learning for our students. Throughout my BEd. and continuing education programs, there has been a strong emphasis placed on providing choice in the classroom (i.e. catering to the interests of the students, allowing the students to represent their learning in a multitude of ways, etc.). A blog post I came across by The Center for the Collaborative Classroom, titled “Self-Regulated Learning and Choice”, convinced me that choice is imperative in facilitating SRL. “By providing students with small choices that don’t have heavy consequences, we are empowering them to take an active role in their own learning,” (Kirby, 2015). At my school, this is something our staff does daily because it is a philosophy we believe is worth implementing and has shown to increase student engagement. 

There were a few items I wondered about as I read through both of these articles. I wondered why some students understood things and caught on quicker than others. In reading Zimmerman’s article, I was able to formulate why this might be. Traditionally one might think  the gaps in content knowledge might be a bigger attribution to academic success, however I think negative self-efficacy plays a bigger role. Reflecting on the past, I have come across far more students who have struggled with confidence and believing in themselves than their actual academic competencies. Teaching students to see themselves positively, could change how they view academics and their ability to feel successful.

“Student’s social identities can influence their academic behaviours and education goals,” (Montalvo & Torres, 2008). After reading this I also wondered how do we initiate change and reach out to students and families who place little emphasis on school? I was unable to come up with a solution for this and if any of you have any thoughts or insights you would like to share, please feel free.

References

Kirby, C. Self Regulated Learning and Choice. [Blog post]. Retrieved from   https://www.collaborativeclassroom.org/blog/self-regulated-learning-and-choice/

Montalvo, F.T., & Torres, M.C. (2008). Self-regulated learning: Current and future Directions.      Electronic Journal of Research in Educational Psychology, 2(1), 1-34. 

Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into    practice, 41(2), 64-70.

Module 2: Setting Goals for Inquiry

This module's weekly objectives were to:
-use gaol setting as a part of the process for facilitating systematic inquiry
-use and critique the acts of problem identification  

Activities we completed were:
-a review of online resources (blog, video, readings)
-scholarly readings to contributed to our idea of goal-setting
-creating a distal goal for my personal inquiry 

ACTIVITY 3- GOAL SETTING FOR FINAL PROJECTS

My distal goal is to run 10 kms on the treadmill in 60 minutes or less by November 15^th. I will use my Fitbit watch to track my time and distance travelled as I work up to this. I will also track my progress by writing my entries down in a log. 

My proximal goal is to run at least three times a week in order to improve my cardiovascular endurance. I will research effective ways to condition myself as a runner, and will employ these strategies to help achieve my distal goal.  

A few years ago, I used to run every day when I was at the gym, to improve my cardiovascular health. I moved away from running this past year, but would like to get back into it; this time, I would like to learn how to run efficiently and safely, without provoking injuries. Since moving away from my home for the hockey season my main focus for the next six months is school, however, I would like to make health a top priority as well, which I why I selected this personal goal. 

Like I have mentioned before, I have never been an effective goal setter, but I have always set goals for myself. Generally how this looks is: I create a goal, I write it down, but don’t properly plan for it, I lose focus part way through the month, I don’t end up attaining it, which results in me setting that goal/or a similar one the follow month. My shortcomings in goal setting come from a lack of planning and monitoring, which is why I tend to fall short. I’ve learned that although I am motivated and hopeful each month, I will never reach my goals without the proper planning in the forethought phase. Zimmerman (1998) states, “Goals are involved across the different phases of self-regulation: forethought (setting a goal and deciding on goal strategies); performance control (employing goal-directed actions and monitoring performance); and self-reflection (evaluating one's goal progress and adjusting strategies to ensure success.” Having learned a lot about the process of self-regulation and goal-setting, I feel confident in my ability to apply this knowledge to reach my personal goal. I hope that seeing success will allow me to set more goals, both personally and professionally, and incorporate this habit effectively into my every-day life. 

References:

Zimmerman, B. J. (1998). Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self- Regulated Learning: From Teaching to Self-Reflective Practice.New York, NY: Guilford Press. 

Module 3: Engaging in Inquiry

This module's weekly objectives were to:
-develop an understanding of the role and dynamics of self-monitoring in SRL
-outline expectations for your inquiry project
-develop practical skills of self-regulated inquiry
-develop skills at communicating and articulating complex ideas in SRL
-identify and engage with communities of practice
-identify, access, and use resources that are appropriate for moving your inquiry forward


ACTIVITY 1- DESIGNING A MONITORING PROCESS

See my "distal goal" page for further information on this. 


ACTIVITY 2- SMALL GROUP DISCUSSION



ACTIVITY 3- SHARING YOUR PROCESS

I am planning on sharing the process of my goal on the "distal goal" page on this blog. Please see this page for further information


ACTIVITY 4- PROFESSIONAL NETWORK POSTING

Website URL: https://self-reg.ca/2019/09/24/self-reg-not-just-for-kids/

My contribution:

Thanks Lisa for sharing your story!

The title of your post, Self-Reg: Not Just For Kids, caught my attention when scrolling through the website’s feed. I connected to your story on many levels and deeply related to your opening sentiment (2019) of, “Just like children, adults have emotional storms and we need that feeling of safety and security…”. In my Professional Masters of Education program, I am currently taking a course called Self-Regulated Inquiry and Learning. It is teaching me about the theoretical foundation of self-regulated learning and how to apply it to my day-to-day. Through reflection, I have found this to be easier said than done when things are going well, as opposed to when I encounter stressful and disorganized times. It is during these difficult phases that I need to remember the importance of self-regulation and tackle those challenges with a positive mindset. 

I also liked the strategy your husband used on you during your stressful situation in Argentina, “lending you his calm”. There are many times in my life where I have acted on this inadvertently, and also received the comforts of it. Hearing the faith people put into you is not only reassuring and uplifting, but is quite often all you need to reset your mind and focus. I can see myself using this strategy in the classroom with my students, and hope to intentionally use it (as frequently as needed) in my personal life too.  

References:

Cranston, L. (September 24, 2019). Self-Reg: Not Just For Kids. [Blog Post]. Retrieved from           https://self-reg.ca/2019/09/24/self-reg-not-just-for-kids/

My reasoning:

I chose this particular post because I felt it resonated with my current emotions. When feeling flustered, I can begin to think with a negative and fixed-mindset. This post reminded me that feeling stressed is normal, but it is far more productive to deal with your problems using a positive, problem solving lens. 

ACTIVITY 5- SCHOLARLY READINGS



ACTIVITY 6- NEW RESOURCES FOR INQUIRY PROJECTS 

See my Distal Goal page for further information on this. 


Module 4: Monitoring the Inquiry Process

This module's weekly objectives were to:
-explore different kinds of monitoring for your inquiry project
-explore different ways in which you can get feedback about the quality of your thinking and practice as you move towards meeting your goal 


ACTIVITY 1- SELF REFLECTION

Distal Goal:

To run on the treadmill without stopping for 60 minutes at a speed no slower than 6.0 mph, by November 15^. 

What is going well for me?

There are a few factors that have made me feel successful in the progress I have made thus far. Creating a gym schedule has held me accountable to my runs and one day I week I go running with a group of friends which also makes for an enjoyable, social outing. My monitoring document has allowed me to document my progress, reflect on my running sessions, and learn from my weekly challenges. 

What are my struggles?

Since I have been monitoring my progress I have felt motivated, structured, and focused on my proximal and distal goals. Last week was the first week where I was not able to reach one of my proximal goals of running three sessions/week. Working out or going for a run fits better into my schedule when I am able to go in the mornings, and has been a large contributing factor to my success thus far. Towards the end of last week there were some environmental impediments that effected my ability to go to the gym to finish my last 45 minute session. Physically, I know my body is feeling conditioned to run longer, regardless of only running two sessions last week (at 45 minutes). Mentally, I am a bit disappointed that I wrecked this perfect streak I had going but realize it has not thrown me off track, nor has it effected my motivation to continue running in these next few weeks.  

How are my SRL skills increasing?

This inquiry project has taught me a lot about goal-setting, and has allowed me to actually follow through on this current goal of mine. At the start of this course I identified areas I struggled with that pertained to goal setting, and the main aspect was self-monitoring (follow-through). Monitoring my goals was always challenge because I was never formally taught how to do this; however, after working on my inquiry project, I feel confident in my ability to create self-monitoring organizers and use them to achieve any goal in the future.  

ACTIVITY 2- SMALL GROUP SELF REFLECTION

I met up with my group on Google Hangouts and was happy to listen to their goals, share mine, while also taking the time to exchange insight. This conversation tonight allowed me to reflect on the self-assessment I did back in Module 1, on the Professional Learning Rubric. In this self-assessment I had mentioned that online collaboration was an area I needed to improve upon. When I started this course I was nervous to put myself out there in the online community because I was fearful of rejection, and lacked some self-efficacy. Participating in these small group discussions was daunting at first, but has genuinely been a positive experience, which has helped change my perception of online collaboration. When you are given the opportunity to share with others, you allow for relationships to build and as a result, create safe spaces to engage in. Not only has this process of collaboration been liberating, but it has also allowed me to expand my knowledge by listening and making connections to various perspectives and thoughts. I am thankful for how supportive and encouraging my classmates have been throughout this course, and look forward to the future engagements I will make throughout this program.