Forethought and Begin with the Past
- staceycz
- Jul 17, 2016
- 2 min read
Interesting that two very conflicting terms have the ability to correlate so well with each other! The two online resources that I found to be the most relevant to me as a learner, and as an educator are: The PL3P and Learning to Learn resources. I found that these two resources really complemented each other. Though one could argue that one resource is more focussed on process, the other on metacognition, I do see common threads between them. In addition these resources have given me tools to work with students in a self-directed learning environment, essentially new ways to look at planning, time management and self-regulation.
Of particular interest was in the "Personalized Lifelong Learning Projects" resource and their statement, "self-regulation in learning has three disctinct phases: the forethought phase, the performance phase and the reflection phase," and how these connect to the Learning to Learn Process.
The Forethought Phase and Begin with the Past.
I think that I may have commented on this in an earlier post but I really find it fascinating how influential self-efficacy can be in facilitating successful self-regulated learners. As a coach I understand how confidence plays a key role in performance. The same is true with self-self-efficacy in self regulated learning. I wondered at this point what strategies there are to help build self-efficay in our students. I found this online resource a simple guide to presenting strategies to build self efficacy: http://www.forsyth.k12.ga.us/cms/lib3/ga01000373/centricity/domain/31/self-efficacy_helping_children_believe_they_can_suceed.pdf
Also included in the forethought phase is Intrinsic interest / value. This is closely aligned with "The Learning to Learn Guide's" subsection, Begin with the Past. Through accessing our past experiences, values, successes and failures we grow as learners. Ideally these past experiences are what shape our intrinsic interests, values, and our confidence in different areas. In the forethought phase that I implement with my self-directed learners I do not focus enough on self-efficacy or bringing to the forefront how their past experiences may shape their journey to success.
The Performance Phase, Proceed with the Present and Consider the Process
Self control and self observation are both skills that need to be practiced. How we decide to focus our attention, manage distractions and develop strategies are all imperative to managing tasks. Oftentimes we are so focussed on completing the task that we do not pay attention to the value of what we are overtaking in the present. Through "proceeding with the present," there is a challenge to actively think about and contemplate our performance, re-evaluate goals and again build self-efficacy.
The Self-Reflection Phase and Build in Review
These two steps align all too perfectly, and yet this is another step that I feel sometimes is neglected. There should be another sub category added to this section, "Celebrate Successes and Failures." Again, it is through this retrospect and self-reflection that true learning has the potential to flourish. I found the following resource to be an interesting tool to assist in doing just that, celebrating failures, or as they refer to them, "experiments".
Actively engaging in the processes that are involved in self regulated learning forces us to think about not only the product but also the process.
Stacey Czepuryk
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