21st century learning design

SELF REGULATION
LEARNING GOALS
• What are the big ideas in Self-Regulation?
• What do we mean by long-term activity?
• How important is defining learning goals and success criteria in advance of
undertaking work?
• How important is having the opportunity to revise work based on feedback?
• Learn the rubrics and levels of Self-Regulation
• Microsoft tools which can used for Self-Regulation
• Quiz
What are the big ideas in self-regulation?
• When students are engaged in self-regulation they are setting their learning goals, deciding on the best
strategies to achieve these and they are also monitoring to see if these strategies are working.
• Here the teacher plays a key role in providing ‘effective’ feedback that goes beyond simple praise or
comments such as “good job” or “great work”.
• The feedback they receive is critical and aimed at helping them to achieve their learning goal.
• By designing such activities, we are providing learners with opportunities to take control over their actions,
become life-long learners and to develop a strong commitment to their learning.
Key words -
self-regulation
What do we mean by long-term activity?
• Length of time is a basic prerequisite for self-regulation.
• A learning activity is considered long-term if students work on it for a
substantive period of time.
• If the learning activity is completed within a single class period, there is no
time for students to plan the process of their work nor to improve their
work over multiple drafts.
• An activity spanning five or more days is long-term.
How important is defining learning goals and success
criteria in advance of undertaking work?
• Learning goals define what is to be learned in this activity and how these goals fit with prior and
future learning. (WALT – We Are Learning To...)
• Success criteria are the factors that will be considered to determine whether the learning goals
have been met i.e. the evidence of student progress and success in this learning activity. (WILF –
What I'm Looking For...)
• LG – Write a scary mystery story
• SC – I will be able to write an intriguing setting in introduction.
How important is defining learning goals and success
criteria in advance of undertaking work?
• When students have learning goals and associated success criteria in advance of completing their
work, it is possible for them to examine the progress and quality of their own work as they do it.
• The educator might provide learning goals and associated success criteria to students, or the class
might negotiate the learning goals and success criteria together to foster more student ownership.
How important is it for students to plan their own work?
• When students plan their own work, they make decisions about the schedule
and steps they will follow to accomplish the task.
• Planning their own work may involve: Deciding how:, when, who, where
• If a task is long-term but students are given detailed instructions and
timelines, they do NOT have the opportunity to plan their own work.
Students making decisions about small aspects of tasks does NOT qualify as
planning their own work.
Identify..
• Learners documenting what they ate on two different days [Is the activity long term or no?]

• Over two weeks, learners work in groups to research and debate climate change with their
peers. They decide who will research which aspects of the topic and who will speak at different
points in the debate. Learners also make their own deadlines for completing their research,
writing their speeches, and practicing them. {Do the students plan their own work or not?]
How important is having the opportunity to revise work based
on feedback?
• Students have the opportunity to revise their work based on feedback when feedback is given and
explicitly used to improve the work before it is submitted or finalised.
• Feedback may come from the educator or from peers. Students might also have the opportunity to revise
their work based on their own deliberate process of self-reflection.
• It is more than simple praise; comments such as ‘good job’ or ‘great work’ do little to help the student
understand what constitutes great work.
How important is having the opportunity to revise work based
on feedback?
• Effective feedback:
üTells the student specifically what he or she is doing well and offers specific guidance to help move their
learning forward.
üIs directly connected to the learning goals and success criteria.
üHelps the student to be more aware of progress along a learning path.
üLeads to reflection and planning of next steps.
THE decision tree of self-regulation
Learn the rubrics of self-regulation
Do students get opportunity to
revise work after feedback?
• Learners creating PowerPoint presentations about a topic in world
history, giving their final presentation without any opportunity for
practice or revision
• Learners write persuasive essays that the educator will assess according
to a rubric shared with them at the beginning of the learning activity.
They use the rubric to reflect on their own essay drafts and make
revisions.
Apply the skill of self-
regulation

•Let's read these learning

activity and decide which
level of Self-Regulation does
it meet.
Support self-regulation with Microsoft tools

https://www.youtube.com/watch?v=9cfR1Fk3LfQ