How might we develop self-regulated learners?

A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation? 

"For the learner to become autonomous, as Cohen (2008) points out, he must identify, rehearse and apply learning strategies, structure his own learning, and critically reflect upon his own learning processes in order to be able to utilize his acquired skills, inside and outside the classroom.” (Rajabi, 2012 p348) For this goal to be achieved the teacher’s role is to provide the learner with learning strategies and understandings of how to use them for 'problem-posing and problem-solving’. "helping learners learn how to learn, equipping them with the necessary means to self-direct their own learning” (Rajabi, 2012 p346) becomes a crucial goal. Self-regulation requires more than instruction but also that the learner feels in control and understands the advantages of the learning strategies they are encouraged to apply. Self-regulation thus requires tools for learning combined with the individual’s implementation of metacognitive and reflective practices. The challenge is how do we achieve this goal? What teaching moves will facilitate the desired learning?

Self-regulation strategies can be developed within a community of learners if the appropriate conditions are provided according to Beishuizen. The collaborative learning that occurs within a community of learners provides many opportunities for the development of skills required for self-regulation of learning. The modelling provided by an expert learner in the guise of a teacher, who builds partnerships in learning with their students is a key benefit of a community of learners. 

By expanding the frame of reference to include the social context within which learning and development occurs, a more complex image emerges of the interactions and processes which are at play. Vygotsky's (1978) research shows how interactions between the child and their social environment enables learning. He explores the gap between what a child can do now independently and what they can do with assistance. Termed the 'Zone of Proximal Development’(ZPD), this is the gap into which teachers hope to move their students (Vygotsky, 1978). Within a community of learners this gap between what an individual can achieve on their own, and what they can achieve with assistance is bridged by the capacity of the community and the expertise within it. When the community of learners includes members with expertise in learning and in communicating that expertise to junior members of the community, a highly effective learning organisation can emerge. This is what we see in schools which embrace a learning community model. 

The learning community is enriched when particular aspects of learning are embraced and enculturated. Ron Ritchhart shares that the dispositions so essential for success in contemporary times such as creativity, curiosity and open mindedness cannot be taught but must be enculturated; this requires immersion in a culture that values and models these things. A culture of inquiry, a valuing of questions and curiosity and an emphasis on reflection allows the learner to develop the requisite skills for self-regulation. The conclusion is made that a community of learners can provide an environment in which "By working in teams, students developed collaboration strategies and learned to coregulate their common tasks.” (Beishuizen. 2008 p188)

A number of factors are important in the development of a community of learners and these play a part in the development of self-regulation. Certainly, there are aspects of a community of practice in which a group of learners engage in a learning experience that mimics real world practitioners. This mimicking of the methods of professionals in a field ensures relevance and may have an influence on engagement with the methods. This calls for an embrace of an apprentice/expert model of learning in which overtime the learner is invited to become an equal with the expert. A gradual release of responsibility model where the student grows in confidence and eventually independently takes on all aspects of the task at hand.

For this model to apply to the self-regulation of learning the teacher must re-imagine themselves as an expert learner/problem finder/problem solver who models the methods and dispositions necessary and provides opportunities for the student to rehearse these skills with and without guidance. Our students thus need to see that we are both knowledgeable, as a result of our learning experiences and skilled in the processes of acquiring, analysing and applying the fruits of our learning. In short we need to model our capacity to learn. This requires that our students see us engage with ideas which we have not yet mastered, where we need to draw on our capacity to learn.

At one stage the methods of inquiry, learning and research are directly taught by the teacher but as time goes by the boundary between teacher and student erodes and true partnerships in learning are described; the scaffolding is gradually removed. 

In a learning community a point is reached where the teacher and student find themselves needing to apply the strategies of learning and research and thus the modelling that is provided by the teacher takes on an authenticity that would otherwise not exist. Learning with authentic problems and even contributing directly to true research projects or problem solving opportunities places the community of learners into the domain of situated learning where genuine ‘work’ is being done by the community of learners. Programmes in schools where students and teachers collaborate to solve real world problems within the school’s community are positive examples of a such a model as are service programmes where students and teachers collaborate to serve the needs of others. The essential element is that teacher and student are now involved in the learning process as partners and near equals. Learning is no longer regulated for the student and they enter into truly self-regulated learning.

The process of learning to collaborate and to coregulate is supported by the collaborative nature of the community of learners but it is the process of reflection on individual, peer and collective learning that facilitates the development of self-regulated behaviours at the level of individuals and the group. While the teacher modelling of the dispositions of a learner is critical and ongoing, at some point the learner needs to be given opportunities to become the driver of the learning process; an equal partner in leading learning and with opportunities to themselves be a model to less experienced learners. The cycle repeats. 

By Nigel Coutts

Beishuizen, J. (2008). Does a community of learners foster self-regulated learning?, Technology, Pedagogy and Education, 17, 3, 183- 193

Rajabi, S. (2012) Towards self-regulated learning in school curriculum.  Procedia: Social and Behavioral Sciences 47, 344–350

Vygotsky, L.S. (1930) Mind and society. Transcribed by Blunden, A. & Schmolze. Harvard University Press; Boston. PA