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I try to help them , to ask questions and motivate them

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I divide the students into small work groups, I observe them and evaluate how they organize themselves, how they relate to each other both in dialogue and in practice

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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. So, with special needs students, the procedures must follow a non-stop cycle - Planning, Doing, Reflecting, again and again - if we he aim 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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These patterns are used by the jobs that students are collectively assigned to..

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I use the methodology of cooperative learning to observe the behaviours of children in relation to each other and listen to their dialogues.

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It isn't the same to observe the students in kindergarten and students in other levels. I recognize that my students are using SRL, when they work in small groups ,choose the leader and determined simple goals. When they use their critical thinking to answer the question. Creating games, using skills to make models, pictures, explaining simple projects, in my opinion these are the first small steps in SRL.

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How to recognize that students use SRL? Usually when they are actively involved in creating their learning process, when they are no longer passive but try to become aware of the strategies that suit them best.

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In order to assess our students’ SRL skills we can use a series of tools that we also used during this MOOC like: students’ self- reflections, peer evaluation, diary log, checklists, etc. or we can assess the task they are asked to complete taking into consideration the task’s goals and evaluating students’ knowledge and skills on a certain topic/ content/ linguistic construction/ etc. We should also identify their strengths and weaknesses and adapt our teaching accordingly and of course monitor their progress.

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I monitor my students' work and engagement in various assignments and recognize various strategies being implemented to some extent or complete lack of them in some cases. But mostly I recognize the need for support and guidance for most of them.

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It takes time to gain effective habits of SRL. It's important that students learn to use multiple skills in a continually ajusted way. They need to be helped and encouraged in order to develop positive atitude towards tasks: they must understand why they are learning new topics, but they also need to know how to do it, or what's the better way to achieve it.
One SRL strategy will not work for all students or will not work optimally on all tasks. In class, we usually use to organize a time managment chart or a study time chart, using different colors for each activities; students use a note book to keep homework assignments and project to complete with deadlines; they also try to set short or long term goals in order to understand if they are accomplishing all activities or what they have to improve... In fact, students must consider that it may requiere a combination of various strategies to increase their own SRL.

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I consider that self-reflection activities or peer- assessment in a non- formal environment could be a way of evaluating the success of the SRL activities.

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My students are very young and are just now beginning to experiment with learning techniques. They need a lot of support, encouragement, explanations, feedback to be able to really plan a learning plan.

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I use the direct observation method as the progress my students make is always visible, the questions they ask also show their level of understanding and need of guidance and support and I also encourage them to rely on self-assessment in their learning process (which fosters learning from failure and mistakes).

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My students are only now experiencing learning techniques and need support, encouragement, additional explanations, immediate feedback.

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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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The kind of organization of the work, after the guide lines are delivered, show me if the students are able, or no to put in practice SRL. Students that make a plan to do their work, and make questions to be helped to research to fulfil the goals, are able to work in SRL.

The work of them is accompanied by feedback. Then the instruction is given or chosen as the way that students react.

In science almost of the work has middle steps to can be/has to be assessed.

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I recognise students are learning what I'm teaching and using SRL practices when they mobilise their learnings and successfully apply their knowledge to new situations, have developed a certain degree of autonomy as well as critical thinking - and this becomes even clearer using rubrics, formative and self-assessment forms. As an EFL teacher, every single class students are asked to somehow share their contributions making the classes a lively hub and giving me plenty of opportunities for direct observation. These observations are systematically jotted down and talked about with the students thus paving the way for any necessary improvement.
My students are not particularly hardworking and that's one of the reasons why I have only once suggested the creation of a portfolio...However, round the clock feedback and written comments may work wonders.

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I recognize that my students use SRL methods, when, for example, in the conclusions and critical analysis of an experimental activity, they mention what did not go well, how they managed to overcome a problem and suggest alternative ways of doing it.

Also in theoretical-practical classes it becomes clear that students use SRL practices when they are able to apply the contents learned in new situations.

The success of students is evaluated according to the type of evaluation that is intended. (Summative, formative, peer work, etc.)

For a summative assessment, students who use SRL practices generally have a better assessment, mainly because they are more autonomous and because they are able to apply knowledge in new situations, which makes them better manage their time and become less anxious.

During laboratory classes, the assessment is based on the interactions of students in small groups, checking what they are saying and the strategies used to overcome the difficulties that arise.

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Good questions!  I think when a student answers a question or do a task on time and without making questions, when he or she can do any work since the beginning till the end without asking for the help of his or her teacher using/following only his or her inicial instructions, he or she is using SRL practices .Either in a written task or an oral work. Assessment has always been a serious and subjective problem for the teachers and specially for me. It’s the part of teaching that I like less. At the end of each task, students have for instance, a group of questions to answer by using rating scales or he or she can choose a smile or even if we are assessing a group work, an interesting way is to ask students to vote hand in the air in the other groups .Sometimes I use google forms. It's a good tool to use in SRL strategies.

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Students who use SRL demonstrate structured and organised learning. You could see accuracy when approaching tasks, and self-confidence. They are not disoriented, they do not improvise and manage their time more efficiently.

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I assess my students progress in SRL by their implementation of the skills involved. Example is the ability to set goals and follow it through or being able to carry out a task with little or no assistance, working in harmony with others in a group task and submitting assignments before the deadline.

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My students are very good at time management. They can do their own self-assessment because I give them questionnaires of self-evaluation questions. I also see that they can suggest different ways while making them talk about what they have learned after the activities. For example, he might say that he would like it more if we did this activity as a drama.

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Elevii care folosesc SRL, sunt deschiși spre schimbare, economisesc timp, sunt creativi.

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When my students become more confident in themselves, and decide on their own learning actions..then they are on the right track

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My students use underline text or phrase. Sometime they use flash cards.

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I know that my students are using the SRL method well when I get 95% of them to be able to finish the assignments before the due date.
That when reviewing them at least 90% have obtained the results that I asked for.
When doing the co-evaluation with them about their work, 90% agree with my rating and even rate themselves below the grade I have given them.
I try to make the evaluation fair, objective and always finding the positive parts to highlight them. But I always look with them how they could do their job better.

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Since we are still working in a hybrid way, my students are working on a platform where the program of English has been published. Many of them are following the guidelines on places, times and dates to deliver their tasks, saddly, some other have not done so.
What I have leearned, is that you need to be very careful in going over instructions with students, assesing those who are running behind, and understanding that no matter what you do, still few won't end with a good note.

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I see that students who practice SRL have no self-confidence issues. In the face of a problem, they can produce a solution on their own. If environments are created for students, there will be no problems of self-consciousness and self-confidence and self-awareness.

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I recognize my students are using SRL when they become more self-confident, take decision on their learning proces and ask questions when they need me to guide them.

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I recognize my students are using SRL when they finish they job on time, with desired outcomes realized. It means: they have managed time frame, they were working in groups and collaborated successfully and they did the job. Everybody in the group was using some kind of SRL and they put this kind of information in their feed back. This kind of self assessment is for their growth.

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I recognize students who use SRL practices, when they coordinate an activity/game, through direct observation of their dialogues, when they encourage peers to apply previously learned strategies.
I assess them through self-feedback, following a set of rules.

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I notice students who use SRL primarily by the way they are. They are those students who are autonomous, enterprising, creative and unafraid of making mistakes. I assess SRL skills through reflection games, but also more didactically by recording student autonomy in the teacher's notebook.

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By applying SRL, students become more self confidentt and independent, they learn from their own mistakes by reflecting on their own work. It is very important because it helps them to develop critical thinking by judging their learning proces.

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My students use SRL when they are self-confident, they take decisions on their learning process, they are not afraid of the mistakes, they follow their own instructions and they can help others. I can assess them through:
- Reflection
- Observation
- Teacher journal.
They can 🤬 their own process, as well. This is, in my opinion, a good exercise to reflect about their strengths and weakness in order to improve their SRL skills for the future.

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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Corinne Monti, Ottavo circolo Piacenza, ITALY

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As I wrote in the past reflection breaks I use to take notes of what my students answer to my questions, often recording the whole discussion and then, at home, I listen again the conversation and I try to find the strategies that they internalized

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When my students use Srl they underline the text with different colors in the notebooks, make lists, but also revise. This sometimes causes them to have problems with time management, perhaps because they are young, primary school students.

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SRL is a strategy which takes time to master. Acquiring it is an ongoing process that lasts throughout your education. I would never formally assess the success of SRL practices.

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Voicu Corina, Romania-Students use SRL because they write a development paper, underline with the colors on the notebook, make lists. This way they become more organized and efficient!

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Voicu Corina, Romania-Students use SRL because they write a development paper, underline with the colors on the notebook, make lists. This way they become more organized and efficient!

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Usually my students underline text, revise and paraphrase. Only a few use flash cards mainly in history studying. Many have problems with time management...

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The ones who use SRL practices have made working plans (with time and effort measured, scheme for help asked if needed, partners studying, etc). Some of them managed to end up doing so after several times trying and failing or by collaborating with a more skilled peer. In class, we assess each one's progress not only in relation to the final outcome but also by comparing each one's performance in comparison to his/her previous one.

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αρχείο λήψης

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I recognize that students are using SRL practices, whether in individual or group work, they are able to mobilize and apply strategies already worked out according to the defined work objectives/plan or if they resort to others that have already been modeled in a previous context and encourage peers to do so. I assess their success by directly observing their dialogues, by discussing and communicating the procedures they followed, so orality is clearly valued.

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Assessment should not be o source of stress for students. If it is built in an interactive way students pass without problems.

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Regognizing and assessing could happen in class / during class through/via:
- observation (how do the students interact / act / behave during the taks?)
- student-teaching moments (are the students able to explain the SRL methods to other students / or in front of the class? (you-phase of modul 2))
- self-evaluation tasks (i.e. by leting them write a small text about their difficulties during their work on the task)
- evaluation of the outcome (did the sutdents succeeded / completed the task? Therefore they must have been using the SRL strategy as well correctly, right?)
- "transforming processes" (are the students able to transfer the SRL Skills to a new task? Did they evolve, i.e. are they faster / are they asking less questions / are they more confident?)

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Pedagogical practices should support and guide students to self-regulate their learning. The strategies and tools to be used by the student should be properly planned, selected, for effective monitoring. By knowing the objectives desired with the proposed task, what they must learn, the student will be able to self-regulate, because he/she self-evaluates his/her knowledge, his difficulties and what he/ she has to do to achieve the goals.
Through various processes of information collection, verbal interactions in the classroom, verification and self-assessment forms, research papers, the teacher regulates the student's work and himself self-regulates himself.

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He cultivates and grows plants at home and introduces them to her friends. He sees her plant as her friend.

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Evaluation should never be seen as an end, but rather as a process of continuous knowledge construction. We should always take into account the specificities of each student, have different means of assessment, because each student is a UNIQUE being.

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They need to be aware of the difficulties in the evaluation and to handle with it. when they are working in pairs they often share the techniques they have learnt and offer their experience to the others students, if they have been tought to do so

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Observe how they perform the task or task already completed. review the procedure and provide constructive feedback.
Questions that students ask are excellent as they situate and allow me to guide them. I regret that this example happens to a small number of students.

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First of all, it is essential to understand that evaluation is a broad process and has specificities and delicacies.