love this.. grazie Paul..
via google + convo:
Paul Allison
7:11 AM - Public
I'm learning more about self-regulated learning. This is from Wikipedia:
Four Phases of Self-Regulation
According to Winne and Hadwin, self-regulation unfolds over “four flexibly sequenced phases of recursive cognition.” These phases are task perception, goal setting and planning, enacting, and adaptation. During the task perception phase, students gather information about the task at hand and personalize their perception of it. This stage involves determining motivational states, self-efficacy, and information about the environment around them.
Next, students set goals and plan how to accomplish the task. Several goals may be set concerning explicit behaviors, cognitive engagement, and motivation changes. The goals that are set depend on how the students perceive the task at hand. The students will then enact the plan they have developed by using study skills and other useful tactics they have in their repertoire of learning strategies.
The last phase is adaptation, wherein students evaluate their performance and determine how to modify their strategy in order to achieve higher performance in the future. They may change their goals or their plan; they may also choose not to attempt that particular task again. Winne and Hadwin state that all academic tasks encompass these four phases.
Something I often do as a reader: I try to plug these concepts into ones that I'm already using. So how do these four phases fit with the detox prompts that I borrowed from +monika hardy?
1. task perception (noticing)
2. goal setting and planning (dreaming)
3. enacting (doing that's awesome)
4. adaptation (connecting to people and information)
The fourth one might be a stretch -- maybe a clarifying stretch -- but the first three seem to fit amazingly well. I love that Winne and Hadwin say that "academic tasks encompass these four phases." In other words, without them, we are just playing school.
I'm going to look this up next:
Winne, P.H. & Hadwin, A.F. The Weave of Motivation and Self-Regulated Learning.In Schunk, D.H., & Zimmerman, B.J. (2008), Motivation and Self-Regulated Learning: Theory, Research, and Application (pp.297-314). New York, NY: Routledge.
Collapse this postFour Phases of Self-Regulation
According to Winne and Hadwin, self-regulation unfolds over “four flexibly sequenced phases of recursive cognition.” These phases are task perception, goal setting and planning, enacting, and adaptation. During the task perception phase, students gather information about the task at hand and personalize their perception of it. This stage involves determining motivational states, self-efficacy, and information about the environment around them.
Next, students set goals and plan how to accomplish the task. Several goals may be set concerning explicit behaviors, cognitive engagement, and motivation changes. The goals that are set depend on how the students perceive the task at hand. The students will then enact the plan they have developed by using study skills and other useful tactics they have in their repertoire of learning strategies.
The last phase is adaptation, wherein students evaluate their performance and determine how to modify their strategy in order to achieve higher performance in the future. They may change their goals or their plan; they may also choose not to attempt that particular task again. Winne and Hadwin state that all academic tasks encompass these four phases.
Something I often do as a reader: I try to plug these concepts into ones that I'm already using. So how do these four phases fit with the detox prompts that I borrowed from +monika hardy?
1. task perception (noticing)
2. goal setting and planning (dreaming)
3. enacting (doing that's awesome)
4. adaptation (connecting to people and information)
The fourth one might be a stretch -- maybe a clarifying stretch -- but the first three seem to fit amazingly well. I love that Winne and Hadwin say that "academic tasks encompass these four phases." In other words, without them, we are just playing school.
I'm going to look this up next:
Winne, P.H. & Hadwin, A.F. The Weave of Motivation and Self-Regulated Learning.In Schunk, D.H., & Zimmerman, B.J. (2008), Motivation and Self-Regulated Learning: Theory, Research, and Application (pp.297-314). New York, NY: Routledge.
cool Paul. thanks for sharing.
i'm thinking Max McKeown's Adaptability, Jonah Lehrer's How We Decide, Steven Johnson's Where Good Ideas Come From, et al, ... show that these connections (people, info, things), these adjacent possibilities, not only create the need for adaptation, but also, the means for it.
i'm thinking if our only certainty is uncertainty, then adaptability becomes even more essential than school math (imagine that). and if that's true - connections are our gold.
also cool Paul - to me, you matching up words (because really what is new?) is one of the breathtaking beauties of mathematical thinking - noticing fractals - that matter.
i'm thinking Max McKeown's Adaptability, Jonah Lehrer's How We Decide, Steven Johnson's Where Good Ideas Come From, et al, ... show that these connections (people, info, things), these adjacent possibilities, not only create the need for adaptation, but also, the means for it.
i'm thinking if our only certainty is uncertainty, then adaptability becomes even more essential than school math (imagine that). and if that's true - connections are our gold.
also cool Paul - to me, you matching up words (because really what is new?) is one of the breathtaking beauties of mathematical thinking - noticing fractals - that matter.
