Reflection #2: Self-Regulated Learning

Reflection: Becoming a Self-Regulated Learner

Self-regulation is the process of using your mental abilities and converting them into academic skill (Zimmerman, 2002). It is an important part to the development of skill building and self confidence. Self-regulation is being able to control one's learning habits and outcomes. Self-regulated learners are able to monitor their learning by setting goals for themselves (Zimmerman, 2002).

Forethought, performance and self-reflection are the before, during , and after of learning. Forethought is the before, it’s planning ahead. In the process of forethought, one simply sets their goal, makes a plan to achieve the goal, and predicts the possible outcome. Motivating yourself to complete your goal is also a part of forethought. An example of this might be studying for a test, and planing out which days you set aside for each topic. Performance occurs during learning. Performance is the progress you make in completing your goal. This is when you evaluate how well you have stayed on task and think about ways you could better your outcomes. An example of this is getting help from someone when your having a hard time with a subject. Self-reflection is the after, the outcome. Self-reflection is the evaluation component of learning. It’s when you process what you’ve done, and comment on either your success or failure. An example of this could be failing a test than seeing what you did wrong so that you can do better next time.

Something that I am working towards that I can integrate self-regulation into is figure skate coaching. Using the self-regulation technique I can plan my learning into the three sections. For my forethought phase, I would start with finding out what I need to know and what skill I need to develop. For skate coaching I need to know which moves I need to teach and an approach on how to teach them. For this I would need to know how to do the moves myself. I would also set a goal for my learning; I will learn how to do (specific move), and I will understand the aspects of the move so that I can teach it to others. In the performance phase I would learn and practice the move, and also learn a skill to instruct it. Once I have practiced the move, I would try coaching it.  In the self-reflection phase I would assess how well my students are presenting the skill they’ve learned , and take these result as how well I taught them. I would than take note of what I could do better next time.

References

Zimmerman, B. (2002). Becoming a Self-Regulated Learner. Theory into Practice, 41(2), 64-70