Presentation for the course on self-regulated learning taught at the Master's program in learning, education and technology at the University of Oulu, Finland.

1. Collaboration phase III
Sasha Lazareva
Lyana Parzhetskaya

2. The case
A teacher of the 2nd grade had been reading about the
importance of self-regulated learning. She decided to
carry out an experiment in her class. She wanted her
students to adopt appropriate learning strategies which
would lead to better academic performance in reading.
During three weeks she was emphasizing several things
when teaching her class: introducing different effective
ways of working with the study material to her
students, based on the concrete tasks they were doing
in class; trying to make her students understand that
the best way to learn new things is to connect them
with what they already know; showing examples of how
to accomplish complex tasks by dividing them into
smaller ones.

3. The case (continuation)
In addition, she was trying to illustrate how to organize
new material the way it’s easier to remember.
However, she didn’t explain how to choose the best
strategy for a particular task, and why some strategies
are more appropriate than others for certain types of
tasks.
When evaluating her students’ work, the teacher
provided a mark, and also analyzed two-three common
mistakes made by students. She didn’t give detailed
feedback to individual students who made some other
mistakes.

4. The case (continuation)
She tried to implement group work in classroom since
she thought it might be useful for students with lower
levels of achievement to learn from those with higher
levels of achievement.
After about three weeks there was a reading
comprehension test. The results turned out to be not as
good as it was expected by the teacher. What could be
the teacher’s mistakes when carrying out the
intervention?

5. Analysis
• Classroom teaching intervention;
• Cognitive strategies (elaboration, organization,
problem-solving);
• Metacognitive strategies (planning processes?);
• Metacognitive reflection (knowledge about
strategies; the benefits of applying the trained
strategies; reasoning why to use particular
strategies?);
• Motivational strategies (feedback?);
• Group work.

6. Solutions
• Programs aimed at development of self-
regulated learning processes have positive
effects on learning achievement, strategy
use, and motivation, even for primary
school children.
• There are some things this teacher didn’t
take into account when carrying out the
intervention.

7. Solutions (continuation)
• Concentrating on use of different cognitive strategies,
the teacher didn’t pay attention to metacognitive and
motivational strategies, which are important to be
taught together.
• Reasoning for use of particular cognitive strategies
should be provided (why it is better to apply this or
that strategy). And more accent should be placed on
planning (what strategy to choose).
• The teacher should provide more detailed feedback
and encourage students to ask questions.

8. Solutions (continuation)
• We don’t know if use of group work turned
out to be successful, but in any case -
detailed instructions should be provided to
students before using group work as a
teaching method.
• After necessary improvements, this
teaching practice should be continued
further.

9. Thank you for attention
References:
• Dignath, C., Buettner, G., Langfeldt, H-P. (2008). How can primary school
students learn self-regulated learning strategies most effectively? A meta-
analysis on self-regulation training programmes. Educational Research
Review, 3, pp. 101-129.
• Panadero, E., Tapia, J.A. and Huertas, J.A. (2012). Rubrics and self-
assessment scripts effects on self-regulation, learning and self-efficacy in
secondary education. Learning and individual differences