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No One Writes Alone: Peer Review in the Classroom - A Guide For Students

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Module 4 - Creating your SRL learning activity

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Module 4 - Creating your SRL learning activity

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Your context

Give a brief description of your school and class context. How many students does your class have? Do you have any students with special needs?
Title of the activity

Choose a descriptive or creative title for your learning activity.
Learning objectives

In this section, you need to describe the goals of the activity. For example, “Students will be able to learn/ explore/ identify/ discover/ become familiar with the concept of…”. In this section you also need to indicate which phases and processes of self-regulated learning are targeted through the activity.
Overview of the activity

Please provide us with a short description of the activity in order for the reviewer or reader to understand the general dynamic. You also need to highlight how self-regulated learning will be supported through this activity.
Age of students

Please include information regarding the age of the students or the age range, that this activity is aimed for.
Time of the activity

What is the approximate length of the activity?
Before the activity

Please indicate whether you, as a teacher, or your students need to do any preparation prior to the activity.
During the activity

In this section, you are called to describe what you and your students are doing during the implementation of the activity. Please make sure to provide enough information to the reader and clearly describe the different procedures.
Follow-up activities

In this section you should provide information for the follow-up activities organised for your students. By follow-up activities we mean the tasks that usually come after the main activity such homework, reflection exercises, etc.
Tips and Tools

The last section of the SRL learning activity template consists of two parts, tips and tools. In the first part, try to anticipate possible obstacles to implementing the activity and provide some tips to overcome them. Lastly, you would also need to make a list of tools that you are planning to use.

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Ana Paula - PT Reflection Break: What have you learnt from module 3?

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Ana Paula - PT Reflection Break: What have you learnt from module 3?

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I have learnt many things.As I told in the beginning of this course, this was a challenge. Despite noticing that  SRL practices are essential in a classroom, it was important to learn some tips for dealing with these strategies.  I loved to know that some colleagues already use learning diaries and to think about the perspective of using it next year. Till now I used Portfolio once. I’m going to think which digital tool I will use.The only problem is the number of classes I have. Perhaps I’ll try with only some of them. Regarding my own practices I think I have many things to learn and many aspects to change. Time is an obstacle among other things.

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Module 3 - Ways to overcome the challenges

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Module 3 - Ways to overcome the challenges

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1) Give sufficient time

Firstly, we would need to give sufficient time, not only to our students to develop SRL skills but also to ourselves as teachers to teach those skills, demonstrate them, engage our own self-reflection and try to demonstrate that to the learners, etc. Be gentle to yourself and to your learners and try to incorporate SRL in everything you are doing.
2) Create a safe place

Secondly, another way would be to create a safe place in which failing is part of the learning procedure. In that kind of environment and space, it is more likely to have students not feel bad for expressing themselves and their experiences. Students will not be ashamed to share if they have failed and the reasons why they think they failed. Certainly, in a safe environment where learners share their experiences, all students can benefit from each other’s successes and failures. Creating a safe place would be very beneficial if you are having a mixed group of learners with diverse characteristics as everyone would feel included and safe to share his/her learning journey and emotions.
3) Timely feedback

Support students with timely feedback. Research has shown that feedback helps students improve and overcome difficulties, supports and promotes learning, encourages teacher-student dialogue and fosters positive motivation for enhancing self-esteem and autonomy. Therefore, students are more likely to be more confident in overcoming difficulties and practicing their SRL skills.
4) Self-regulatory competencies

Your own self-regulatory competencies play a crucial role in promoting your students’ SRL. It has been reported that self-related teachers attune their instructional approach to their own SRL skills, better understand SRL processes and become more effective in SRL promotion (Peeters et al., 2013). Students who are not motivated and show lack of interest in learning using their SRL skills might be encouraged to see you provide practical examples through your experience.

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some obstacles that teachers often faced in stimulating SRL in the classroom.
Diverse students’ characteristics

Diversity between pupils regarding prior knowledge, social background, home situation, self-confidence, and self-regulatory skills in general is a key challenging factor for teachers. Furthermore, students’ capacities to self-regulate develop over time, which requires teachers to adapt accordingly. Also, students from economically disadvantaged backgrounds often displayed more difficulties in regulating their task- and goal-orientation compared with their more advantaged peers (Peeters et al., 2016). This means that teachers need to differentiate even more strongly their activities for SRL development, than in their usual teaching practices. This of course increases the complexity and time of preparing activities for SRL development.

Students’ lack of interest/motivation

Teachers have also reported that learners are sometimes not motivated to learn. They are resistant and over-rely on teachers telling them what to do and what to learn. This means that encouraging students to work and learn in a more ‘active’ way like SRL, turns out to be more complicated as they are used to teachers teaching them what to learn. As a result, students are not used to this method of learning and are often not motivated enough to put as much effort as it requires.

Lack of time and work pressure

Additionally, teachers’ lack of time, work pressure, and the big group of students that they have to deal with affect significantly the smooth and successful implementation of SRL practice. (Vandevelde et al., 2012). From students’ perspective, it is also challenging to realize SRL practice due to an overloaded curriculum.

Practical and material barriers

Last but not least, one of the most common challenges that teachers face is practical and material barriers. More specifically, by practical and material barriers we mostly mean fixed time schedules, lack of space and means to integrate SRL such as inappropriate textbooks and media, which hamper the implementation of SRL (Vandevelde et al., 2012). It should also be mentioned here that there is a lack of focus on SRL in the curriculum. As a result, teachers should put extra effort and time to develop and implement SRL in their class.

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How do we promote self-regulated learning in our classrooms? with Martina Kuvalja

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Module 3 Recognizing Self-Regulated Learning Part 2

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Module 3 Recognizing Self-Regulated Learning Part 2

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Use of learning diaries

Student learning diaries are an excellent way to collect systematic and continuous information about students SRL skills and behaviour. It is also a good way to stimulate students to consider their learning habits and self-regulatory actions more precisely. You can create a clear structure for the diary with open-ended questions and different types of evaluations and/or ratings. You can even include support in there, such as goal setting and planning.

A diary can start generally by stating a long-term learning goal, followed by smaller sub-goals for the following week and concrete steps to guide their progress. Students can state their mood at that moment, what they plan to learn that day/lesson and the amount of time that they plan to use for working.

In reflection phase, students can be asked if they achieved their goals and how they succeeded. They can be also asked to elaborate the reasons for success/failure.

Examples of motivational and cognitive questions that can be added to the diary.

What motivated you?

What challenged your focus?

What type of learning strategies did you use?

How did they work?

Was there anything you had to do differently than planned?

The diaries can offer you as a teacher useful insights into how students are using SRL practices and their own understanding of how they learn. This can give important indications if the development of SRL skills is happening or not and where more work might be needed.

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Module 3 Recognizing Self-Regulated Learning Part 1

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Module 3 Recognizing Self-Regulated Learning Part 1

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As a first step, we need to reflect on the following questions:

Why do we want to assess our students’ SRL skills?

What aspects of students’ SRL do we want to assess?

How could the information gained from an assessment benefit our teaching and consequently help our students?

Feedback is essential for the further development of students’ SRL skills.
Some simple and practical ways to recognize students’ SRL skills, as described in tMail (Lombaerts K., et al., 2017).
Systematic observation

To begin with, a very simple way of recognizing and assessing students’ SRL skills is through systematic observation. The teacher can create specific classroom scenarios and activities that tap self-regulation. During these tasks the teacher notes down students’ behaviour that may indicate self-regulated learning taking place. As part of such observations, students can also be asked how they came up with their answer, what technique did they use to remember information easily, what strategy was used to understand the problem, etc.
Ask questions

By asking simple and carefully chosen questions and claims about students’ learning habits and learning in general, we can obtain useful information about their SRL skills.

For example, you can ask students to rate statements on a scale from  “not at all true” to “very true”). See some indicative statements that concern the use of cognitive learning strategies below:

I practice saying the material to myself over and over.

I memorize key words to remind me of important concepts.

I pull together information from different sources.

I outline the material to help me organize my thoughts.

I often find myself questioning things.

I often miss important points because I’m thinking of the other things.

When a student rates a certain item with a high value, his/her own understanding or interpretation is that he/she is engaging in this type of activity as a part of learning. A low or mixed rating means that the student either does not do this, does not recognize doing it or sees no value in it.
Considering that the answers are affected by the students’ self-understanding of their own behaviour, asking questions is often not sufficient for assessing SRL. However, combined with another method (e.g. observations), students’ answers to question can offer a more comprehensive picture of students’ use and understanding of SRL practices.

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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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Developing Self-Regulated Learning Skills in Classroom

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The main objectives of this module are:

to reflect on how we can recognize and assess SRL

to identify the criteria of choosing how to assess SRL

to identify the challenges of SRL and reflect on ways to overcome them

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MODULE 3 - Deciding on different supporting SRL practices

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MODULE 3 - Deciding on different supporting SRL practices

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Deciding on different supporting SRL practices

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What is your motivation for taking this course?

What are your goals for the course? And how will this course help you achieve this?

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3 Reasons Why PBL Is an Effective Option For Teachers

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3 Reasons Why PBL Is an Effective Option For Teachers

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Project-based learning encourages student engagement and self-directed learning, and helps teachers make the best use of their time.
https://www.edutopia.org/article/3-reasons-why-pbl-effective-option-teachers
...
Here are three reasons why now might be the perfect time to take a second a look at PBL.

1. YOU CAN RETHINK HOW TIME IS USED AND STRUCTURED

Right off the bat, let’s address that giant elephant constantly staring you in the face: time. PBL is often seen as too time-consuming to plan or implement. ...

We could focus on smaller, more concise chunks of time, perhaps looking at two to three weeks of standards and seeing what naturally connects for a more authentic set of learning experiences. ...

Not only could collaborating help lighten each of your lesson planning and grading loads, but also it could empower students by highlighting just how real learning can be. Imagine the rewards you’ll gain from collaborating on a project’s creation, coordination, and presentation with colleagues.
2. LEARNING CAN BE MORE TRANSPARENT AND RESPONSIVE FOR STUDENTS
3. PBL STRENGTHENS CLASSROOM CULTURE AND FUNCTION
...When classroom norms and expectations are understood—in most cases cocreated with students—it promotes both clarity and buy-in from the beginning.

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Project-Based Learning (PBL)

Project-based learning encourages student engagement and self-directed learning, and helps teachers make the best use of their time.

What if there were a way to infuse more energy and joy into the classroom? What if there were a (pedagogical) vehicle that could serve as an impetus for student collaboration and critical thinking, while addressing a significant portion of all those pesky standards? What if there were a way to facilitate learning that encouraged collaboration among colleagues and empowered students?

While there's no magic silver bullet that will solve all the issues exacerbated by Covid-19 or state tests, there is a possibility that with a bit of thoughtful creativity, we can end this academic year on a strong note by using project-based learning (PBL).

PBL often gets dismissed because it's perceived as "yet another thing on our already overfilled plates," but as author John Spencer shares in his article " Seven Myths Keeping Teachers From Implementing Creative Projects," "As I shifted toward a PBL approach, I realized that it wasn't about adding something new to the plate. It was about reorganizing my plate." But what does it look like to "reorganize your plate" in a way that might help alleviate some of the seemingly insurmountable challenges you face daily?

There's no denying that these past few years have taken their toll. But if we rethink how we use the time we have, if we focus on strengthening classroom culture, and if we make the learning journey more transparent-in service of students-there's opportunity for joy and empowerment. There's a chance that PBL is worth another look after all.

Here are three reasons why now might be the perfect time to take a second a look at PBL.

1. You Can Rethink How Time Is Used and Structured

Right off the bat, let's address that giant elephant constantly staring you in the face: time. PBL is often seen as too time-consuming to plan or implement. All those video examples look like they take 12 weeks to pull off. Who has time for that? It sounds exhausting before even getting started, so why bother? But if we challenge our assumptions regarding what PBL has to look like in order to be "high quality," we find that time may not be as large a barrier as it may seem.

We could focus on smaller, more concise chunks of time, perhaps looking at two to three weeks of standards and seeing what naturally connects for a more authentic set of learning experiences. What if you collaborated with a colleague (let's say you teach math, and they teach English language arts) to create a project that focused on using your specific content areas to impact or promote change locally?

Not only could collaborating help lighten each of your lesson planning and grading loads, but also it could empower students by highlighting just how real learning can be. Imagine the rewards you'll gain from collaborating on a project's creation, coordination, and presentation with colleagues.

2. Learning Can Be More Transparent and Responsive for Students

What if students saw their learning making a difference? So much about the past three years has felt like it's happening to them, and that perception can make learning much tougher. PBL units can not only empower students but also ignite excitement for learning, discovering, and questioning, which also brings educators much-needed energy. These intentional content connections provide other benefits.

First, integrating concepts buys more time to explore, manipulate, and question topics. This actually increases rigor in ways that empower students, rather than boring, frustrating, or overwhelming them. Seeing connections beyond the classroom provides a natural "so what" to why they need to learn each concept. Second, whenever students are out for several consecutive days, they can then return to a series of connected lessons and thoughts, versus feeling the pressure of making up 15 days of individual lessons. It's much easier to jump back in when there is an easily discernible pattern and connection between everything.

3. PBL Strengthens Classroom Culture and Function

Time has always been a challenge, and recently it seems even more acute. Research suggests that, on average, you lose approximately 7-10 minutes of instruction time per day to common management issues like off-task behavior and another 6-7 minutes due to common interruptions like phone calls or surprise visits by the principal. These lost minutes add up to hours by the end of the month and weeks by the end of the year. However, most project-based teachers find interruptions less of an issue for two important reasons: They are less likely to always be the center of instruction, and they have well-known structures in place to help keep students engaged.

When classroom norms and expectations are understood-in most cases cocreated with students-it promotes both clarity and buy-in from the beginning. When students work in collaborative groups, a structure that provides additional support when clarification is required, they experience individual and team accountability through creating shared products. These groupings are strengthened through teacher-provided tools like team agreements, work logs, and protocols that are all focused on promoting self-sufficiency. These tools free you up to lend additional support to individual students or to deal with unforeseen issues.

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3 Reasons Why PBL Is an Effective Option For Teachers

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Project-Based Learning (PBL) Project-based learning encourages student engagement and self-directed learning, and helps teachers make the best use of their time. What if there were a way to infuse more energy and joy into the classroom?

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How to use tasks and activities:

1. Optional tasks. In this course there are plenty of exercises: warm-up questions, reflective questions, and quizzes. All of them are optional and it is up to you to decide whether to complete them or not. However, we highly recommend you choose the ones that interest you the most, as this will help you to gain more ideas and successfully complete the final assignment.

2. Final mandatory task for a certification of completion. The final mandatory task includes creating a SRL learning activity and assessing 3 assignments submitted by your peers. Only if you successfully complete this task, will you obtain a course certificate. The final deadline to complete all the activities is Wednesday 11 May 2022, 23:59 CEST.

3. To progress on the course, you have to visit all the modules' sections.

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The indirect SRL support is like throwing the child in the water so he/she can learn to swim without any lessons.

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In the second module, we'll learn about strategies that teachers can use in order to promote SRL in the classroom.

More specifically, you will:

Reflect on the SRL strategies you currently use in your classroom

Learn more about SRL teaching strategies

Reflect on the pros and cons of each SRL teaching strategy.

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Quick tip to implement explicit direct SRL support: use the WWW&H rule. This means you as teacher provide students with information about: What is the strategy called? Why is it a useful strategy? When can I best use it and when not? How do I use the strategy?

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This is very much like jumping in the pool with the child and swimming alongside them to model strokes and strategies without really providing specific instruction or explanations.

In the classroom, this happens when teachers make suggestions for students to use a particular strategy or approach. Teachers guide students through feedback, demonstrating, stimulating, reminding, prompting.

When kids go home on Monday afternoon, the teacher reminds them to plan ahead so they will succeed in handing it in on Friday morning. The teacher however does not discuss or explain why planning is an important SRL skill, why it is particularly important in this context (when), and how exactly they can plan in a meaningful way. How will they know they have a good plan?

Each time a teacher introduces a new topic, he explains why the topic is relevant for students. He thus models that thinking about the value of new learning content is a great strategy. He however does not explain that this skill is called ‘raising your task value’, why it is powerful, and when and how to best practice it. Students may miss this learning opportunity and not see that what the teacher is modelling, is also a strategy they can use themselves.

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Parece-me que estou a perceber o modo de funcionamento deste Curso.
Em cada Módulo existem informações e sugestões de vídeos e sempre um ou 2 Padlets onde colocamos facultativamente as nossas impressões do que lemos.
Até agora , percorridos os módulos 1 e 2 acho interessante, porque me faz refletir sobretudo nas minhas estratégias e ao mesmo tempo constatar que já utilizo algumas das sugeridas. Este curso será uma forma de encontrarmos os pontos positivos e os negativos da nossa forma de ensinar e assim podermos auto-corrigir-nos.
25/04
Ainda me sinto um pouco confusa.
Não sei bem com utilizar as estratégias de SRL .E muito menos com todas as turmas em simultâneo. Tem que ser tudo muito bem pensado.