Self-Regulated LearnerResearch Areas: Self-Regulated Learning Skills – From SRL to SRT
Funding: Chief Scientist, Ministry of Education of Israel
Researchers: Prof. Yehudit Judy Dori, Dr. Orit Herscovitz, Dr. Avivit Arvatz, Dr. Boaz Hadas
The main goal of SRL (Self-Regulated Learning) research is to find out how teachers can support their students’ independent learning, and what teachers need to do to guide students who learn in this way.
SRL learning maintains a cyclical process of planning-doing-reflecting, and uses many complex skills from an administrative and academic perspective, such as: setting learning goals, planning and managing time, choosing learning strategies, asking for help, expansion, self-assessment and reflection.
Teachers and students who make the transition to SRL have to learn how to cope with taking responsibility for their own learning process and managing it. In addition, teachers need to be able to frequently switch between several “thinking hats”: the learner’s hat, the teacher’s hat that plans, and the teacher’s hat that supports and guides. In the learner’s hat, teachers need to think critically about their professional development in supporting independent learners. In the planner’s hat, teachers need to be able to structure learning and assessment tasks for their students, so their SRL learning skills can be developed. In the supporting and guiding hat, teachers need to think about students differently, and build personalized skill development pathways for them. We call all of these thinking processes SRL&T – Self-Regulated Learning and Teaching.
As part of our research, we developed a professional development process for teachers who want to learn how to guide students in self-regulated learning. Participating teachers are very content.
Developed materials:
Related Publications:
