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google forms, try to help them in tasks

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Requests:
- how did you find yourself in the group?
- did you work together in harmony or were there moments of crisis?
- are you satisfied with the result?
- do you think that by working alone you would have done better or worse?

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Isabel Monteiro - Portugal                                                                                                                         

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Isabel Monteiro - Portugal                                                                                                                         

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«(...) motivation strategies, such as rewarding oneself, help to initiate and maintain learning processes. Engaging in monitoring and control requires effort that may involve an additional cognitive load to that of the academic task, and thus presupposes motivation (Efklides, 2011). Thus, motivation and self-regulation exert reciprocal effects: motivation can affect one's self-regulation and one can self-regulate one’s motivation. (...)»
in, https://link.springer.com/article/10.1007/s11409-021-09271-x

1. why do I have to know this? will it be usefull to my everyday life?
2. How am I going to learn this?
3. Can I choose the way of doing the reseach?
4. Can I present the final work the way I want?
5. How much time to get to the final product? Is it enough or me?
6. Is it possible to ask for my parents support?

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Qustions for my students:
1. What so far do you now about certain subject?
2. Do you have some questions or dilemmas about topic we will study?
3. Do you think that subject is very important for your development and why?
4. How you have planned to organize the structure of learning?
5. What time you need to organize and finish the task?
6. Are there too many new facts or new knowledges you must learn at one time?

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I ask my kids
Why are you going to do this?
How are you going to start?
What will be the next?
If you need help,who are you going to ask?
At the end
Draw the emoticon to show my how do you feel .
Why do you choose this one?

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I think the questions should be organized in two sections.
♦️ First part should be applied before the activity to ensure that students can draw their line  for managing the activity.
1) What is your purpose? What do you expect to learn/manage at the end of the activity?
2) how much time do you need/have for the activity?
3)Which learning strategies are suitable for this activity and for you?
4)Do you have any plan for it?
♦️Second part of the questions should be applied after the activity.
1)Did you reach your goals? (If not, then why?)
2)Could you manage your time as you had planned? (If not, what distract you from it?)
3)What is the strong and weak parts of your plan?
4) What is the easiest and hardest parts of the activity?
5)How do you feel while managing the activity?

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In the course of the classes, I always try to interact with the students, asking if they are understanding them, what difficulties, if it is necessary to explain again, to perform more questions, if they are being able to accomplish the task, guiding them, so that they feel more motivated and interested in the tasks. At the beginning of the classes, whenever appropriate, I ask them about what they learned in the previous class, if they had doubts about the proposed tasks, so that they and I know what to do, change and/or reorganize. By way of example, when they have to do a reading check of a literary work under review, I ask them: Have you followed the guidelines given? were able to finish the task without difficulties? What questions were more difficult to answer? How did you solve the difficulties of reading? Did you have to reread some excerpts from the book? Did you look for the meanings of words you didn't know?

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I ask students about what they are doing, why and how they did it and if their result is what they wanted. What were the ideas from the given topic and if they had something to learn from this topic.

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What is the strategy, method, and tools that you use to carry out these activities?
The most suitable way for this example?

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I am used to asking children in kindergarten what they are building or realizing, why and how they did it and if they are satisfied with their outcome.

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For students in grade 7,for a topic in numeracy like  the division of numbers, I would ask them:
How best do you make use of your multiplication table to quickly solve a problem.
I memorize it.
I use repeated addition.
I refer to the table behind my note.
I make use of physical objects.

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I'd ask the following questions:
1. Are you satisfied with the goals that are set, or do you feel they would need to be changed?
2. Which parts of the assignment, if any, aren't clear?
3. Which strategies do you plan to use/ did you use?
4. Which part do you thing will be most challenging or was the most challenging?
5. What were your key takeaways from the assignment?
6. Did you take some learning notes and logs?

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Questions for students: did you take enough time to study?  what was the hardest for you and why? Is there any challenges in learning new material

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Give the students a set of strategies.
How to use each of them.
The question: In a specific case, what is the strategy that can be employed, and it fits this situation correctly.

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Interpersonal interaction is considered to be the
basis of learning. Not only the cognitive development of the individual but also the
social and affective development is given importance. Development occurs as a
product of interaction with the environment and with other people in the
environment. Collaborative teaching aims to collect data related to the subjects of
research or discussions, to contribute to the group production by combining
individual studies and to discuss and interpret the results obtained as a product. By
helping students learn about each other in groups around a common goal, their
individual success also increases. It is very wise to apply this technique to learn the
language as it is necessary to practice the language in daily life in order to master it.
In this respect, cognitive learning strategies and SRL practice not only offers the opportunity to use the
language, but also teaches it to change the language in line with its own interests.

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When teaching a foreign language as I do, writing is a very complex task for students. In order to improve this skill and encourage students to be able to write  for example  short stories, I ask them about their learning strategies:
- Planning the task: Did you carefully read directions? Did you use the ressources I gave you (vocabulary, grammar...)? Did you understand what needs to be done? How much time do you need to complete the task?
- Monitoring task performance: Is everything working well for you? Do you have any difficulties? Is it quite easy for you? Why?
- Evaluating (quality of product): What is one thing you like about your work? What should you do different next time? What should you be practicing more?

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I usually prepare a self-assessment rubric at the end of the study. Since the student's age group is small, they cannot read and write. Instead, I read the rubric to them orally and distribute labels containing various facial expressions to each student. My students make their evaluation by sticking the labels related to the relevant question. Questions I asked: 1-While applying the activity did you enjoy it?
2-Did you have any problems while implementing the activity?
3-How would you change this event if it were you?
4-Did you prefer to work collaboratively or individually?
5-Did you make an effort to get support from the teacher during the study? Or did you not ask for help because the study was at a level that you could do?
6-Were your materials sufficient during the study?
7-Do you think the study is beneficial for you? etc

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In order to make an evaluation of how the SRL method is approached and also to self-regulate the activity during its development I use a series of questions for feedback from the students. I like to ask them what they think they will use what they have learned.

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Questions I would ask students:
1. What do you want to know about the topic?
2. What did you learn?
3. What would you change to make learning efficient, easy?
4. What obstacles did you encounter in solving the tasks?

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With my youngest learners (learning English as a foreign language), I use the explicit direct method the most often, especially when it comes to drilling new vocabulary and doing reading comprehension activities; (notice that when it comes to the first time dealing with new vocabulary, I prefer using the implicit approach that seems a more natural approach, that is to expose the young learners to a naturally spoken context, to help them acquire the new vocabulary, making use of what already know -ZPD).
So, from the beginning again, when it comes to drilling, I ask or may ask:
-What was easy for you and why?
-What was hard and why?
-What did you like? Was this fun, interesting, or related somehow to you?
-What would you change?

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1. What did you learn from this experience?
2. What would you change/do differently if you had the chance?
3. How confident are you now as a result of this learning experience?

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Being a teacher of mathematics in special vocational education, and being a teacher in a class of students with SEN, the problems are a bit confusing. Planned learning is more complicated. My students can't really plan a learning plan. They constantly need support, encouragement, advice, coordination, control, feedback from teachers.

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For a couple of years now that I've been asking my students to record themselves reading. It's a way of making an educational use of their ubiquitous mobile phones and by having time to practise on their own, they can share their best possible reading of a text of their choice. Beforehand, though, they are made aware of the extent of their recordings, type of text and even provided with tips and links to check the correct pronunciation of words in English.
Some statements or questions that I could ask students to respond to in order to assess this particular SRL practice could therefore be:
- How many times did you practise /read your text?
- What words did you check using the link(s) provided to check the correct pronunciation?
- How many recordings did you make prior to the one you submitted?
- I checked the length of the recording
- I correctly identified the title and author of the text
- ...

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At the beginning of a laboratory class I always ask students:

Did you prepare the activity?

What material and reagents are needed?

What is the goal of the activity?

Then we move on to the resolution of pre-laboratory questions and through the interventions of the students, I can identify possible doubts they may have.

During the activity, check whether they correctly choose the material to use and if they comply with laboratory safety rules and the handling of some materials and reagents

Also the way they expose, among them, the ideas to reach the intended goal and the way they worked as a group, namely the spirit of mutual help.

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Periodically I ask my students to send their reading files audios to evaluate Reading.
Questions I ask them:

Did you listen to the original audio recording?

Did you note the way they pronounce the words?
How many times did you read loudly the text to rehearse?
How did you manage to read the text in the time period proposed?

When I ask students to prepare a text at home I coud ask them in class:

How many times did you read the text?

Did you find difficult words?

So what’s the meaning of…?

What’s the answer for the 1st question?

How did you manage to get their meanings?

Did you like reading the text?

Are there questions you still have?

How did you manage your time?

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When students need to work together on a project, after presenting it, they have to ask some self-reflective questions, such as:
1. Was I interested in the theme?
2. Was I willing to research carefully?
3. Did I allocate enough time for the project?
4. How did I manage the different parts of the project?
5. What strategies did I use to prepare efficiently?
6. How did I deal with the presentation itself?
7. What could have been done better?

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First I need to explain the task to the students and set of criteria for evaluation of the task.
Then I can ask my students:
1. Why are we doing this, what is our aim?
2. What strategies will you use to complete the task?
3. How will you use the time for this task?
4. Where can you seek help?
And after work I can ask:
1. What strategies did you use?
2. How was your time management?
3. What could you do differently and be more efficient?
4. Did you get aim that you wanted?
4.

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Some questions could be:
- What do you know about this topic?
- What do you want to know?
- How can we get the information we need?
- What can we do to improve our learning?
- What can we do to work as a team?
- What do we need to solve in order to improve our process?

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Elevii mei sunt din clasele primare.
-🤬 apreciezi lucrarea ta?
-Ce a fost dificil să realizezi?
-Ce îți propui să exersezi, pentru a reuși?

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When preparing for a dialogue that involves vocabulary, concepts, a topic already reviewed, the students do the following, for example:
Rehearsal .- Have you practice your dialogue? Have you gone through the difficult words? Have you practiced how to say the numbers?
Organization .- Have you checked the order of the dialogue? Who goes first, Who's next?
Elaboration .- Have you undestood why you have to say that? Why your partner answered that?
Inferencing .- If your partner asks something different, what is the correct way to answer?

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I would use these questions:
- How to discovery this way to resolve the task?
- How you manage your time?
- How do you feel when you collaborate on team to resolve the task?

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My pupils are 5 years old, so the questions I would like to ask them are very simple:
What did you do?
How did you do it?
Why did you do that?
How long did it take you to do it?
Did you ask for help?
What strategies did you use? Did they work?

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For preschoolers: 1. What do you want to know about...a certain topic of children´s interest (fish, the stars etc.), 2. Where do you think can we learn more about it...?What can we do to learn more?3. Let´s see we learnt about/what we did to learn more about...a certain topic?

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I usually follow these guidelines

Learning journals help our students to:

Get to know themselves regarding their own person and their way of facing tasks. To realize their learning and work processes.
To improve your self-concept. To self-regulate their learning. To celebrate what you have learned.
To discover their own learning styles, their weak points and their strong points.
To be aware of how they manage time, their effort, their satisfaction, their ability to concentrate or to persevere.
To anticipate and enable strategies for future learning processes, improving efficiency at work.
Overall, fundamental skills and attitudes such as learning to learn, autonomy, personal initiative and decision-making, interpersonal relationships, collaborative and team work are fostered.

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Example questions:

What can we do better?

Is there something we do today that is no longer relevant?

What is your dream regarding a project or a client?

What was your favorite project last year?

What was your biggest challenge last year?

Do you like what you do?

How is your work-life balance?

What skill set do we need on our team?

Is there a question we didn't ask, but should have?

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Which character would you like to be in this story? What would the continuation of this story be like if you were me? What excited you about the experiment?

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When analysing new vocabulary from a text I would prepare a set of "Yes I do." and "No, I don't" statements for students to reflect on how they have approached learning new vocabulary. For instance: I underline all the unknown words. I underline only the key words that are new to me. Iuse different colours to highlit the words that are new to me. I try to use new words in my own context. etc.

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I would use these questions: Explain to me your way of doing this task. Why did you work that way? What do you think could have been done differently? How would you do that next time? Would you use some of the techniques your colleagues used?

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What is the key word in what you have read that you think you need to remember?

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Examples of questions:
How important is your learning activity?
How interesting were the activities for you?
How well did you understand the concepts?
How did you feel about collaborating with other colleagues in the activities?
How easy is it to transfer these concepts into everyday life?

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Star Rating Techniques ✰✰✰✰✰ (where 1 star - low, 5 stars - high rating)

Example questions:
How relevant did you find this activity for your learning?
How well you understood the concepts?
How easy is it to transfer these concepts in real life?
How much did you like the activities?
How well did you collaborate with your peers for the task?

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Voicu Corina, Romania-Questions for my students? What is the topic to be studied? Have you made an action plan? How do you like the chosen theme? From 1-10, where 1 means a little ... 10 a lot. Which activity do you like the most? 1. To research 2. Write the essay 3. Introduce it to colleagues.

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Voicu Corina, Romania-Questions for my students? What is the topic to be studied? Have you made an action plan? How do you like the chosen theme? From 1-10, where 1 means a little ... 10 a lot. Which activity do you like the most? 1. To research 2. Write the essay 3. Introduce it to colleagues.

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What is your goal?
What strategy will you use?
Which skills will improve?
How will you manage your time?

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Have you prepared a summary of the subject for the avaluation? Are there things you didn't understand? Are there questions you still have? Are there lessons that you haven't fully clarified?

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Assessment of meta-cognition SRL:
- Which knowledge  and which skill(s) do we need to work on the following task successfully?
- Explain the xy method we are going to use first in theory to your neighbour.
- Why did you choose to work on the taks by using xy strategy?
- Which of the used techniques were more usefull in your opinion? Why?

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A process for their work begins and is concluded. Learning in classrooms can be done at any time.

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Have you already created your study plan? I have already made the study objectives and support material available in the classroom.
Do you have any doubts? after reading the objectives, put an x in the ones you don't understand.

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How can you help your classmates to cope with their learning difficulties. What strategy do you find effective for you?

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Are the learning tasks happening as expected? Analyze the relationship between the product and the established goals, equating the whys. The results of this evaluation phase feed the planning of new tasks, thus restarting the self-regulatory cycle

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Have you already prepared your study plan for the learning assessment form?
This is the list of objectives for the learning evaluation form. In the grid they must place a cross according to the following criteria: I understand; I have doubts, I didn't understand. In the next class, we look at how they filled the grid.