What is self-regulated learning?

• Not something that comes naturally to most students, and that is where the right teacher can literally change the course of a student's life.
• Self-regulated learning is a cyclical process, wherein the student plans for a task, monitors their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task. The process is not one-size-fits-all; it should be tailored for individual students and for specific learning tasks (Zimmerman, 2002).
• Instructors play a vital role in guiding and coaching students through each step.

1. Plan, set goals, and lay out strategies

• Analyse the learning task.
• Set goals.
• Plan strategies.
• Set expectations for the outcome.

Instructor tips:

• When students are new to a task, help them map out the most effective strategies to match the goal.​
• Set intermediate, shorter term goals along the pathway toward a larger goal.

• As students gain proficiency, allow them to plan for themselves.​

2. Use strategies and monitor performance

• Use self-observation
• Plan for what to do when obstacles arise
• Stick with the strategies
• Monitor their progress1

3. Reflect on performance

Source: What is Self-Regulated Learning? (2017, June 08). Retrieved from https://serc.carleton.edu/sage2yc/self_regulated/what.html

Stuart Shanker: Brain Development & Self-Regulation

Before going into the concept of self-regulated learning, it is important to understand the it's role in learning and the concept of self-regulations. In Stuart Shanker's keynote address, at People for Education Conference, he discusses these two concepts. According to 'From Neurons to Neighbourhoods', why is it the the trajectories on student performance of certain neighbourhoods couldn't be changed. It was concluded that the change had little to do with IQ. It has to do with self regulation and how well a child can self-regulate once they get into the school system.
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This could be further elaborated on in two students. The first study conducted by Angela Duckworth and Martin Seligman (2005), concluded that self-discipline was a stronger predictor for school performance. The question is - what can we do to enhance self-discipline or self-regulation? 

The second study, The Marshmallow Test, was conducted over a period of four years. tested the concept of delayed gratification and its impact on standardised tests. It was found that 30% of children can wait. These kids scored higher on test scores for college entrance exams, and had less vulnerability to risky behaviour. Kids can hold off on immediate/instant gratification which is difficult because our children are in a culture of instant gratification. Therefore self-regulation is is key to physical and mental health. This was also discussed by Fraser Mustard, who found  that lower literacy rates have a stronger correlation to mental and health issues - because they both have an underlying problem which is self-regulation.

Self-Regulation is not about:

1. Doing what you are told, and
2. Self control

According to 'Kids have Stress too' (KHST), self-regulation is a biological phenomenon.

Self-Regulation is divided into 5 levels:

• Level 1: Biological
• Level 2: Emotional Regulation
• Level 3: Cognitive - Executive Functions
  • Sustained attention
  • Attention Switching
  • Inhibit Impulses
  • Deal with Frustration, delay, distractions
• Level 4: Social - acquisition of normative behaviours (language, social conventions)
• Level 5: Moral: development of internalized standards

Key is the first level - biological level - arousal regulation. 

This level has a profound impact on how we raise our children. We need to stop judging our kids but instead understand your child. Ask why?

The more a parent understands their child the lower their stress. This is a systems idea - The parent is not stressed, the less a child is stressed which has an effect back to the parent and then to the community the parent is a part of.

If you have problems in level one it will have an effect on the other levels, because it is a hierarchical model. Each level has an impact on the next level. To deal with a stressor you need fuel the more you put your foot on the gas the more you put your foot on the break.Think of fuel consumption in a car and cruise control
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There are additional levels to consider within arousal regulation, which is differentiated between 'inhibition' and 'activation'. Optimal learning occurs at level 4 in image below in Table 1. If not they will have difficulties.

How a child manages their energy states could be something about their environment or other factors We want a child who can deal with stress, has the energy to do so and learn skills that will lead to genuine success in life. How is this established is the importance of the internalized voice that helps you understand the shades of grey. This is learned from a child's early staged of life.

Unstructured playtime is important for the development of self-regulation - similar to sport you have a coach and there are rules. In unstructured playtime, a child engages in an activity which is driven by their interests. There are many examples of this but more could be discovered through Spark, With Our Best Future in Mind a report devised by Charles Pascal, and the book The Sandbox Investment.

Table 1: Levels in Arousal (adapted from People for Education Lecture)

With self-regulation look at society look at the community. 
The greater the stressors on the parents, the greater it has its influenced by the community we live in.

Source: Shanker, Stuart. TVO Parents. (2010, November 27). Retrieved from https://www.youtube.com/watch?v=emyKEsw-3mc

“Where do we need to invest in order to enhance the abilities of families and communities to raise healthy kids?”
(Shanker, 2010)