Self-Regulated Strategy Development
Self-Regulated Strategy Development (SRSD) is an instructional approach that has been found to be effective with students with learning disabilities (Sawyer, Graham, & Harris, 1992). SRSD’s approach helps students strengthen their writing process skills and utilizes self-regulation as strategy instruction for writing. SRSD is explicit, direct, and individualized instruction so that strategies become unified into the overall learning process for students. SRSD instruction begins as teacher-directed, however the objective of enabling students to be self-directed over time. The self-regulation aspect of SRSD addresses negative self-talk or self-perceptions students may have for themselves. SRSD’s goal is to …show more content…
In this approach, instruction supports students to develop personalized strategies for themselves as they self-regulate their engagement in tasks. Students are not left on their own to develop these strategies, SCL instructors provide guidance to develop these strategies as students work through meaningful tasks. Butler’s (1998) study focused on post-secondary students who were provided with individualized SCL tutoring from two to three hours a week for at least one semester. Many of these students were found to have poor self-efficacy and lacked a foundation of taught self-regulation strategies. Utilizing the SCL model for tutoring postsecondary students with learning disabilities was proven to be highly successful. Students showed improvement in task performance, developed better metacognitive knowledge about key self-regulated processes and constructed more positive perceptions of task-specific …show more content…
Many students with learning disabilities have difficulty transferring information they’ve been taught to multiple situations. They benefit from seeing how they can use what they learn while they learn it. Many of the self-regulation strategies shared in the preceding research can be used across academic areas and should be taught within academic tasks and adapted to use in different tasks across the curriculum. Typically teachers assess student learning, however students should be taught how to assess their own learning and provided ample opportunities to practice. As stated previously, self-regulated learning is a cyclical process, one where students self-regulate, check their progress, and adjust their approach at learning when needed. It is vital that students receive opportunities to practice self-evaluation. This practice is not something that comes naturally to all, and should be taught so students may do so
Self-Regulated Strategy Development (SRSD) is an instructional approach that has been found to be effective with students with learning disabilities (Sawyer, Graham, & Harris, 1992). SRSD’s approach helps students strengthen their writing process skills and utilizes self-regulation as strategy instruction for writing. SRSD is explicit, direct, and individualized instruction so that strategies become unified into the overall learning process for students. SRSD instruction begins as teacher-directed, however the objective of enabling students to be self-directed over time. The self-regulation aspect of SRSD addresses negative self-talk or self-perceptions students may have for themselves. SRSD’s goal is to …show more content…
In this approach, instruction supports students to develop personalized strategies for themselves as they self-regulate their engagement in tasks. Students are not left on their own to develop these strategies, SCL instructors provide guidance to develop these strategies as students work through meaningful tasks. Butler’s (1998) study focused on post-secondary students who were provided with individualized SCL tutoring from two to three hours a week for at least one semester. Many of these students were found to have poor self-efficacy and lacked a foundation of taught self-regulation strategies. Utilizing the SCL model for tutoring postsecondary students with learning disabilities was proven to be highly successful. Students showed improvement in task performance, developed better metacognitive knowledge about key self-regulated processes and constructed more positive perceptions of task-specific …show more content…
Many students with learning disabilities have difficulty transferring information they’ve been taught to multiple situations. They benefit from seeing how they can use what they learn while they learn it. Many of the self-regulation strategies shared in the preceding research can be used across academic areas and should be taught within academic tasks and adapted to use in different tasks across the curriculum. Typically teachers assess student learning, however students should be taught how to assess their own learning and provided ample opportunities to practice. As stated previously, self-regulated learning is a cyclical process, one where students self-regulate, check their progress, and adjust their approach at learning when needed. It is vital that students receive opportunities to practice self-evaluation. This practice is not something that comes naturally to all, and should be taught so students may do so