5. Feedback

On the original research questions...

1. What are the attributes of self regulated learning that akonga need to develop? (Vohs & Baumeister (2011) and Zimmerman (2013) have lists of attributes.) 

2. How are teachers in my school and other schools encouraging self regulated learning in their classrooms/learning environments?

3. What researchers / theories/ resources are they using?

+Stephanie Thompson
An additional wondering I would have, is, how are they monitoring the effectiveness of self regulated/personalised etc learning?  What constitutes success and how do you know? 
I like your third question - sometimes educators jump into the fray of things not always knowing the why - having to think about the methodologies behind an implementation is important. I wonder also, if the same questions are applicable to teachers' learning...in what ways does it change their own practice as they collaborate with colleagues and seek professional learning opportunities...

+Caitlin Turner
I think that an attribute of self regulation is the ability to seek and give feedback. I think resilience also plays a vital role in this so that students are able to cope with feedback. ERO talks about "students who self manage and self regulate and show self efficacy and personal agency...resilient and adaptable in new and changing contexts."

This also ties in with growth mindset. We've also based our inquiry and lit review around a similar subject. Something I always wonder is with a push towards "self regulated learners" where do we draw the line? How do we monitor this to ensure learning is still happening in an acceptable manner? My school in Christchurch is currently in it's third year of a Student Agency Project with CORE education. The topic of self regulation often pops up. We need to be clear of our expectation I think. It could be easy for students to "slip between the cracks" as we move to being "facilitators of learning" rather that the holders of all knowledge.

My response...
I went back and looked at my questions and decided that these really only formed the focusing part of the inquiry.  I still needed to look at what strategies would work for our school context.  Stephanie's response made me think about testing some strategies myself and directly led to thinking about a teaching inquiry aspect to my questioning.

Caitlin's reponse answers rather than reflects on my first question.  I will keep her response in mind when I look at the evidence I get back from my survey or interview.

Gathering Data/Evidence

18.5.16 Discussion with +Jenni Markotsis about collecting data for our inquiries.  I had just completed a writing review and interviewed her children about what they are learning in writing.  had an "aha" moment when I realised that this formed some baseline data for this inquiry in that many of the answers indicated how much ownership students had over their work.  I will redesign the review questions in order to do baseline interviews and observations and later, follow up interviews and observations.  Our current review pattern is to interview three students per class and observe over a thirty minute period.

Defining the community