Here’s an excerpt from the third post in from Robert Talbert’s excellent series on flipping his calculus class:
The inverted calculus course: Using Guided Practice to build self-regulation
This post continues the series of posts about the inverted/flipped calculus class that I taught in the Fall. In the previous post, I described the theoretical framework for the design of this course: self-regulated learning, as formulated by Paul Pintrich. In this post, I want to get into some of the design detail of how we (myself, and my colleague Marcia Frobish who also taught a flipped section of calculus) tried to build self-regulated learning into the course structure itself.
We said last time that self-regulated learning is marked by four distinct kinds of behavior:
- Self-regulating learners are an active participants in the learning process.
- Self-regulating learners can, and do, monitor and control aspects of their cognition, motivation, and learning behaviors.
- Self-regulating learners have criteria against which they can judge whether their current learning status is sufficient or whether more learning needs to take place. (And then they take initiative to close the gap, if it exists, because of #2.)
- Self-regulating learners select learning activities to serve as mediators between their learning goals and their own personal environment and circumstances.
This is really the vision that I have for each one of my students – that they would eventually become this kind of learner, and that when they take a class with me, the class moves them incrementally toward being a self-regulated learner. In fact I’ve come to believe that the end goal of all of higher education is to produce self-regulating learners. Read more.
