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Nice ideas to use SRL

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I'm trying to introduce them a little at a time

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After completing each step in this course, I thought that I was trying to do the right thing for my teaching atmosphere. Before teaching SRL to my students, I apply SRL in my own life and I start to focus on my own self efficay, my time management, my classroom instruction and steps of my lessons. I try to explain my successful sides and my failures, each is an amazing experience. After the course I feel more positive through the Teaching.

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The previous modules have contributed to the implementation of the teaching practices I have implemented, as well as to raise awareness of the importance of the regulation of learning, especially for the student.
The success of the use of regulatory strategies is associated with the success of learning by the student. If students know the work plan they have to follow to complete the tasks, they easily self-regulate their learning.

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During the course I got acquainted with new methods and I learn how to plan and manage my time. I am more motivated to help children reflect on what they have learned, urging them to retrace their steps to identify strengths and weaknesses. Because SRL is student-centered learning, we need to allow students to get involved in their learning.

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Through the course, I got to know new methods.. Also, the nice thing about the topic is that I got to know the names of the methods I used in the classroom without prior planning or organizing.

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This course help me to think about my self-efficacy. I'm a person with a lot of ideas but it isn't enough. Well-defined steps are as important as the ideas to achieve the goals. I learn how to be more careful in time management and planing.

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This MOOC confirmed the value of self-assessment as an effective teaching strategy for learning. I'm now more motivated to help children reflect on what they have learned, inviting them to retrace their path to identify strengths and weaknesses.

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This course gave me insight in my own competencies as a learner. I was not aware that I already apply some SRL methods in teaching.

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Attending this MOOC has been an eye opening experience for me. Taking this course I've come to realise that I've been using SRL practices throughout my teaching career. It’s been a bit of a challenge and I’ve had some aha moments during the Reflection Breaks. And it further motivated me to read more extensively about SRL approaches to teaching foreign languages. And while some fifteen years ago explicit instruction was strongly disapproved of in my country, nowadays the shift has focused on the value and effectiveness it brings into classroom.

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 Ümmü ASLAN BERZENER,TURKEY                                                                                     SRL is student centered learning.We need to allow students to involve in their learning.Most great learning happens in groups. Cooperative is the stuff of growth.” (Sir Ken Robinson Ph.D.,20 January,2012).The theory of cooperative learning can be put into motion in many fields of learning. But is a foreign language one of them? The answer is undoubted yes.Teamwork is absolutely of paramount importance when a group of people engages in such a difficult activity.To begin with, one of the strongest factors that push an individual to study any subject with more passion is being exposed to competition. Along with the obligation of group work, in order to complete a task, the members are in an inevitable rush to surpass their partners. Rivalry is an emotion that resides in every human brain, so why not use it in a healthy and productive manner? Secondly, criticism plays a major role in the realization of the mistakes every team member makes. Besides eliminating unnecessary ego, a critic might also trigger a person to try to correct their way of pronouncing or using certain words or phrases. However, not every student receives that piece of criticism in the way it is meant to be received.Finally, with the drastic decrease of socialization that members of the society, especially teenagers, are exposed to, cooperative learning can help reverse this issue. With the heavy load of academic studies, every person is getting far away from reality as the time goes by. Hence this method can actually prepare them for what they might face outside of their comfort zone. Language deficiency is currently one of the most serious issues and students need to face that reality so they will know what to expect and be as fully prepared as possible for potential challenges.

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 Ümmü ASLAN BERZENER,TURKEY                                                                                     SRL is student centered learning.We need to allow students to involve in their learning.Most great learning happens in groups. Cooperative is the stuff of growth.” (Sir Ken Robinson Ph.D.,20 January,2012).The theory of cooperative learning can be put into motion in many fields of learning. But is a foreign language one of them? The answer is undoubted yes.Teamwork is absolutely of paramount importance when a group of people engages in such a difficult activity.To begin with, one of the strongest factors that push an individual to study any subject with more passion is being exposed to competition. Along with the obligation of group work, in order to complete a task, the members are in an inevitable rush to surpass their partners. Rivalry is an emotion that resides in every human brain, so why not use it in a healthy and productive manner? Secondly, criticism plays a major role in the realization of the mistakes every team member makes. Besides eliminating unnecessary ego, a critic might also trigger a person to try to correct their way of pronouncing or using certain words or phrases. However, not every student receives that piece of criticism in the way it is meant to be received.Finally, with the drastic decrease of socialization that members of the society, especially teenagers, are exposed to, cooperative learning can help reverse this issue. With the heavy load of academic studies, every person is getting far away from reality as the time goes by. Hence this method can actually prepare them for what they might face outside of their comfort zone. Language deficiency is currently one of the most serious issues and students need to face that reality so they will know what to expect and be as fully prepared as possible for potential challenges.

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Monica Fantini, ottavo circolo Piacenza, Italy
I work with children aged 5/6 and I love to make them protagonists of their learning. This course represents for me a great stimulus to go ahead with more awareness in this way. For instance, in this last part of the year, I've told to my pupils that, if they want to organize a party for their parents, they will have to plan it by themselves. They are really involved in this idea and I'll only give them the support they need.

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I have used some methods or parts of methods in my work so far. Most notable were focused on dividing the students into work groups and giving them some assignments with clear goals and objectives in a jointly defined time frames.

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I think it is important to set up environments where students can actively learn in the classroom, present their ideas easily and feel comfortable. The teacher should guide students from time to time with triggering questions and give them small clues about different perspectives. Students should work in cooperation and communication, produce products and present these products easily. .I think the important factor is the teacher. If the teacher changes, the class also changes.So keep learning. Every new information builds on our old information and enriches our perspective. The more diversity, the more colors come together.

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With modules 1 and 2, I updated my own knowledge base. I thought about an effective management of time and information. All reflective activities helped me to think about my practice and asked myself about the way I really support SRL in my students It was a progressive way to improve my own learning and my own teaching.

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As a teacher, I believe that the best strategy to achieve the goal of learning is student-centered learning. In order for the student to get involved and develop, there must be several dimensions and each must be tailored to what suits him.

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SRL is student-centered learning, the most effective strategy to fulfil the purpose of education. In education, one size does not fit all and we need to allow each student to become involved/engaged in his/her own learning and self-development journey.

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Thanks God, motivating children with special needs is an easy task.
They are always ready to see, to watch, to participate, to do new things.
First of all, it´s very important to engage the parents, in order that they may continue working and interacting with their children, during weekends or holidays, keeping on enhancing their abilities.
I present them the theme I would like them to learn about. For instance, what are the meanings of the various historical and religious holidays we have in Portugal. Each one will choose one of these holidays and make a research about it. There is a concrete plan whose instructions they have to follow. While searching (on books, internet, asking their parents, at home, as an interview), they may select the textes and images they want, copy asd paste this material in a word document. The next step is to adapt the text (with my help) and write it, with simple words in a powerpoint, for instance, with the images they think that will go better. At the end, each one will explain to the collegues what was the event that caused that important day. All of them have to give their opinion about each others' works.
I wil use the same procedure if we want to bake a cake to commemorate someone's birthday, or when they have to decide the gift they are going to make to their mums/dads.
They began to develop the capacity to compare, to choose, to evaluate and reflect about their own work, deciding if there is something to be changed.
The Keys to maintain the kids engaged are, undoubtly:
1. useful learning
2. meaningfull themes according to their interests
3. a simple but very explicit and step-by-step plan
4. clear presentation of the set of strategies they can use, as well as the different available materials
5. be there when they have doubts, help them to readjust, to keep motivation.
The results are always very interesting and all of us became impatient to start a new task.

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As a teacher, after reflecting about the way I control my own process of learning, I try to lead my students in order that they may discover which is the best way for them to learn, being aware, not only of the Knowledge they are absorbing, but also of how useful this knowledge might be, what strategies they have to choose to solve any problems in an efficient way, the impact it might have on the way they control their own emotions - of joy or frustration - their own behaviour, motivation, performances.

With special needs students, these procedures (a non-stop cycle: Planning, Doing, Reflecting, …), have to be taught and consolidated, on and on, because it’s imperious they mechanise them in order to use them as their routine ways of behaviour, when facing any kind of problem, all lifelong.

The aim is to help them to grow up as independent citizens, as autonomous as possible, leading their lives with persistence and a positive sense of wellbeing.

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We have to turn Portuguese Public School upside down

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We have to turn Portuguese Public School upside down

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To apply SRL, in Portugal, all the educational policies have to change drastically. What would be the changes I would introduce if I were in charge: 1) no more “straitjackets” like curricula, mandatory school textbooks, predefined classes, defined scholar years/grades; any student is able to learn but individual profiles and rhythms have to be respect; allow the students to choose the areas/themes they would like to research about 2) the assessments shouldn’t lead to negative competition; If we have 12 years of compulsory education and the Portuguese law  has already define the profile the students must show when finishing this cycle, that means that each student has 12 years to achieve this profile so, let them do that within their rhythm, regarding their strongest and their weakest abilities. For instance, student A has achieved the mechanism to read and write, so he can pass to the next classroom; student B is very good with arithmetic but writing and reading are still weak areas, so he can pass to the next classroom in maths, but stays in the first classroom to keep on learning and acquiring the skills to read and write.In Kindergarten or Pre-school (3 years) – education shouldn’t be optional; kids have to play a lot, jump, run, fall down, cry, laugh, talk a lot, sing a lot, learn to listen, develop language, communication, fine and wide motor skills, concentration, acquire the perception of the importance of following basic rules in what concerns health and citizenship; those who need to learn more, let´s go forward with them.1st cycle - Primarily school (4 years) – teach the main skills that will go along with them through all their lives: reading, writing, calculating, speaking, thinking, memorising, understanding, organizing ideas, thoughts, speeches, and reasoning, arguing, solving problems with autonomy, learning good behaviour and how to be a good citizen. Be taught to use new technologies and the internet to do researches; play games (chess, cards, football, …); be introduced to music and arts in general (painting, drawing, sculpting). We can work all these skills using texts, images, all kind of supports they choose.2nd cycle (2 years) – initiation to English/deepening specifics subjects (Sciences, Maths, History, Geography)

3rd cycle (3 years): during these 3 years students must begin to think about the area of knowledge they would like to proceed in terms of superior studies. Their investment should be focused in those areas/subjects. Students have to engage themselves deeply and teachers have to increase substantially the level of demand.

I think that this procedure would help the student to really fulfil the profile demanded by law and I’m sure that teaching and learning process would be much more pleasant and successful to all of us.

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The pauses for reflection on my own learning helped me to better understand my progress, to make a plan to fit in time and to think about how I can apply in class to my students.

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Methods and techniques improve students' problem-solving skills. Every child is different and unlocking their true potential is possible in different ways. I think I understood the main message of this course and I think that in the end everything will be fine.

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This course is a tool to think and review what is my daily at school. Every teacher has to do it, to growth and keep connected to his students.

Work in project, to build something or to make a task at a science party, a science fair, or at a cultural event, is an opportunity to put in practice SRL.

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Just like with teachers who aren't always motivated or have the energy to focus on a particular task, the same happens with students;  when this happens, an easy task may seem a huge hurdle to overcome and both teachers and students have to make an extra effort. This extra effort is, however, more commonly taken by teachers who feel the responsibility to motivate and guide students. Therefore, the more motivated the students are, the easier our task will be - otherwise , with large and heterogeneous classes, it is time-consuming and hard to reach them all.
I believe we all do our best not to leave a single child behind and that's exactly why we are here: to reflect and develop SRL skills in our classes effectively and support our students using different techniques.

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One thing I'm sure about this course is that it  helped me to reflect on my own practices and to start changing something. So in this way it's a challenge. On the one hand I realise that other colleagues think the same way as me, on the other hand I learn with the experiences shared by other colleagues.

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I cannot say I have made changes in the way I learn, but reading the theory made me reflect and further realise the way I learn.
It seems that I prefer both explicit and implicit SRL and I apply it as a teacher, also.

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I made self reflection on my learning approuch during this course. I can improve my timemaniging and stay focus on main goal. Making learning diary online is challenging for me.

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During the course, I realized that. I was insufficient in enlightening my students. Although I took into account their individual differences, I was insufficient to enable them to start learning consciously. From now on, I am sure that I will be more efficient in my methods as a teacher.

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Cursul este util, îmi fac o ordine (SRL)în cea ce știu și fac. Cea ce cunosc la curs, propun colegilor.

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During the first two modules, I learned about the three ways to support SRL. From the reflections I realized that without being aware of it, I was already using the SRL. I also realized that the one I feel most comfortable with and that in practice has the best results with all my students is the explicit direct support.

I also became aware that I was not correctly applying what I now know to be implicit support.

So I have continued to use explicit direct support in the first approach to problem solving and in laboratory classes’ implicit direct support.

As for Indirect support, I have been trying to plan activities in which I can apply it more effectively.

Meanwhile I continue to keep my course diary and building conceptual diagrams on the topics that I consider most relevant.

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SRL skills are very important for me and my students because we feel motivation to work hardly for our goals.

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For the students, everything is difficult for them, since they are not self-employed and make it difficult, the work is much more complex.
It is necessary to structure their work much more, dedicate much more attention to them, value any achievement, even if it is minimal.
It takes much more time to work, but that's what we're here for, to try to make them capable of doing the following jobs by themselves.
For those who work alone and are self-employed, it is a joy, they go almost alone. I can spend less time with them, and sometimes I even ask them for help to supervise and lend a hand to the students who find it more difficult.
It usually works much better.

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I have always thought that teachers who take courses do it because they feel the need to change their practice, to try something new, to offer different learning opportunities to their student. I think those teachers represent the "Long-life learners". The course has helped me to reflect on me as a learner and I think I can improve. It is quite interesting and rewarding to read all the different experiences in teaching from the colleagues.

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I think that different methods and techniques improve students' problem solving skills. Every child is different and unlocking their true potential is possible in different ways.

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My students are more motivated to solve a task if I give them the opportunity to choose how to do it and if I encourage them.

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During this course, I realized that I personally use indirect SRL the most. I watch a video with direct explanations, then think in these reflection brakes about what I heard and try to find links to what I do in class. Still, it seems to me that I get most of my ideas from "peer learning" because reading other people's experiences creates new ideas and relations. I think I am using strategy with my students which works the best for my perosnal learning, as well.

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Marisa Badini- 8° Circolo Piacenza- Italy

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Marisa Badini- 8° Circolo Piacenza- Italy

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I reflected on my own learning and I discovered something more about my strategies. For example I reached deeper awareness about my way of planning: I need to focus on the main idea (goal) and establish all the connections ... I usually map and connect the concepts or areas, plan the steps to reach the outcomes and frequently revise them, integrating, adding, clearing...but this way is really time consuming and sometimes it seems neverending. During the first modules I made use of checklists, not only for the MOOC, indeed, but also for other important deadlines. Reading the steps I had done made me feel lighter, as I could see what I had already reached, better focusing on the next steps. Moreover I made breaks, following the Pomodoro technique and I noticed it was a productive and healthy habit.(When I'm focused on a certain task I usually go on without taking breaks). Let's continue in discovering ourselves: I find really useful, for this purpose, to read peers' reflections or exchange them in our Study Group.

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By going through this course I learned about SRL strategies just like that, by applying them. I used a lot of self-reflection and discovery learning.

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Applying SRL strategies helps students develop life skills and become more independent.

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As evidences for the successful use of SRL practices are the knowledge and their practical application in certain activities, daily activities as well as their application in problem solving.

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Implementing SRL strategies in teaching and supporting students in their SRL, helps them to develop life competencies and become more independent.

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After the information of the modules 1 and 2, I'm reflecting about the strategies I can use in my classes. I'm quite interested in Implicit Direct Support because it's, in my opinion, a good SRL for young students.

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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After the past reflection breaks I'm trying to be more aware about the strategies I'm using and I'm taking notes of the answers that students give me about how they are able to do something. I'm also trying to use more of explicit direct support strategies despite the age of my pupils (6-7 years).

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In preprimary school we always try to start from children's spontaneus activity and interests in order to improve their concentration and second their creativity, now I'm more and more reflecting about the importance of explicitating whit my pupils the goals and the phases of  our  activities, even visualizing it in  group work, in order to offer to my children a better awareness of what we are doing.
It  seems  to  me  that  this  could be a very first step towards srl, even in very young  learners.

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It is yet to be seen how much the ideas on SRL I have been introduced to in this course will change me as a learner and me as a teacher.

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Journaling helps me reflect on my teaching practices and improve my SRL strategies.
I also use journal entries with my students to reflect upon their learning strategies.

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Voicu Corina, Romania-Students get more involved in a project when they are encouraged to do it the way they want!

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Voicu Corina, Romania-Students get more involved in a project when they are encouraged to do it the way they want!

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After reading the suggested article by edutopia I am sorry to admit that I follow all the ineffective methods listed there and only the paraphrasing one from the effective ones!!!

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The implicit direct approach and the indirect one don't seem to work well with young learners that lack motivation or/and self-confidence. In such a situation, giving them encouragement and finding ways to connect them to the learning object becomes a priority for the teacher.

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In the case os students with learning difficulties , I try to involve them more in carrying out the activities.

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My own SRL practices are working quite fine so far. I am still taking notes, I am still marking interesting information in colour, I am using mind-maping and I am copying pictures to visulize the skript.
Evidence that those SRL Skills are succesful could be to ask yourself at the end of every modul questions to prove to yourself weather or not you understood the content of the modul.

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For primary school students 6-10 years old, I think it is very important when we teach to take into account the favorite activities and interests of the students, in order to achieve a learning based on creativity. It is also very important to explain the learning objectives and stages of the activities as interactively as possible, to use interactive learning methods and to work in teams. My opinion is that this is the starting point in learning srl.

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I found it very useful and it was a good way to learn. They call it zero waste in their life.

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I have noticed that I have been using SRL activities in my classrooms well .Additionally ,I feel my sts motivation is highly increasing with these activities

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Students who self-regulate their learning are more empowered for the challenges of the future.

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Expecially with students that are not enough motivated, I try to find which could be the best strategy to involve them, through peer education or encouraging them to recognize their small steps forward and little successes. I often find thet encouragement is a very powerfull technique

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Children who self-regulate their learning analyze the demands of the task and choose resources to meet them. They are not, nor do they feel alone in their learning tasks, on the contrary, they seek support, whenever necessary, in order to satisfactorily achieve their goals.

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With the students motivated and committed, my task is to guide them. In this situation it is not difficult.
For students who are poorly motivated, who have little attention, have little autonomy, my task as a teacher is more difficult. First, I have to convince them to do the task, then I have to diagnose what they don't know and what is necessary for them to do the exercise. This last task is time consuming and the results are not always positive!