Blog task

My name is Anton Joachim, A fourth year student teacher pursuing a bachelors honors degree in education in the field of Mathematics and Integrated Natural Science for the upper primary phase at UNAM Khomasdal campus.

I’m doing a career specialization in Educational technology where I was required to carry out the following learning activity in the area of my specialization, I was to Identify a topic area in my subject specialization and explain how i will teach it using Constructionist theory principles or learning models (e.g. project-based learning; problem-based learning; inquiry-based learning, etc.). indicate which technology tools learners will use to complete their learning tasks, and how those tools would enable them to learn through doing.

I chose a topic in Mathematics on Approximation and estimation for the grade 5’s, The learning objective is to develop the learners skill to use approximation in order to reduce the complexity of large numbers and to facilitate controlled estimation.  The basic competency is to enable  learners to round off numbers to the nearest powers of 10. The approach I chose is a constructionist pedagogical model called Self- Regulated Learning(SLR),

About Self-Regulated Learning

Self-regulated learning refers to one’s ability to understand and control one’s learning environment. Self-regulation abilities include goal setting, self-monitoring, self-instruction, and self-reinforcement (Harris & Graham, 1999; Schraw, Crippen, & Hartley, 2006; Shunk, 1996). Self-regulation should not be confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills (Zimmerman, Bonnor, & Kovach, 2002) and habits through a developmental process (Butler, 1995, 1998, 2002) that emerges from guided practice and feedback (Paris & Paris, 2001).

Self-regulated learning is like your own little secret. It stirs from within you, and is the voice in your head that asks you questions about your learning.

More formally, self-regulated learning is the conscious planning, monitoring, evaluation, and ultimately control of one’s learning in order to maximize it. It’s an ordered process that experts and seasoned learners like us practice automatically. It means being mindful, intentional, reflective, introspective, self-aware, self-controlled, and self-disciplined about learning, and it leads to becoming self-directed.

Another secret about self-regulated learning is its strong positive impact on student achievement. Just the cognitive facet of it, meta cognition, has an effect that’s almost as large as teacher clarity, getting feedback, and spaced practice and even larger than mastery learning, cooperative learning, time on task, and computer-assisted instruction (Hattie, 2009).

How do you get students to practice self-regulated learning? First, you explain to them what it is and how it will benefit them and then have students do self-regulated learning activities in class and as homework. Then you wait for them to see the good results.

Students don’t mind these assignments. They’re short, low-stress, and worth a point or two, and students learn about themselves.

Let’s consider a few proven self-regulated learning activities and assignments; many more are in Creating Self-Regulated Learning: Strategies for Strengthening Students’ Self-Awareness and Learning Skills (Stylus, 2013):

  • Students answer two or three reflective questions on the reading or podcast.
  • They write about what they learned by doing an assignment.
  • They re-do the same or similar problems to the ones they miss on their homework and exams and explain the proper procedure.
  • They describe their reasoning process in solving a “fuzzy” problem – how they defined the problem, decided which principles and concepts to apply, developed alternative approaches and solutions, and assessed their feasibility, trade-offs, and relative worth.
  • They reflect on a graded exam by answering questions like these:
    • How to you feel about your grade? Were you surprised?
    • How did you study for the exam? Did you study enough?
    • Why did you lose points? Any patterns?
    • What will you do differently to prepare for the next exam?

With regard to my topic, I will certainly make use of the learning model, SLR, as it is very effective and efficient at the same time. Its does not require necessarily technology tools for learners to complete their tasks, but Instead, is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills (Zimmerman, Bonnor, & Kovach, 2002) and habits through a developmental process (Butler, 1995, 1998, 2002) that emerges from guided practice and feedback (Paris & Paris, 2001). As a student teacher, I will apply SLR approach through learning activities and assignments in the topic of Approximation and estimation.



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