At the end of this course, the students; 1) Read and discuss articles about theoretical framework of self-regulated learning, 2) Being aware ıf the importance of self-regulated learning in education, 3) Read and interpret articles related to self-regulated learning strategies and classroom applications, 4) Suggest how to improve teachers' and students' self-regulated learning strategies, 5) Read national and internatiol research studies about self-regulated learning and prepare a review of related literature.
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
None
COURSE DEFINITION
Investigating self-regulated learning theories and approaches; examining classroom applications of self-regulated learning; investigation of the related literature; planning and conducting a research based on self-regulated learning.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Social Cognitive Theory (Bandura)
2nd Week
Definiton of Self-regulated Learning (SRL) and SRL Theories (Zimmerman's SRL Theory)
3rd Week
Pintrich's SRL Theory
4th Week
Winne's and Boekarts'sSRL Theory
5th Week
The Importance and Role of SRL in Education
6th Week
SRL Strategies
7th Week
Improving SRL Strategies and Classroom Applications
8th Week
The Effect of SRL to Academic Achievement
9th Week
SRL Strategies of Teachers and Teacher Candidates
10th Week
SRL Strategies of Students
11th Week
Investigating National Studies about SRL
12th Week
Investigating International Studies about SRL
13th Week
Literature Review Studies
14th Week
Evaluation of Literature Review Studies
15th Week
RECOMENDED OR REQUIRED READING
* Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning from teaching to self-reflective practice. New York: The Guilford Press * Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72. * Zimmerman, B. & Schunk, D. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academicachievement: Theoretical perspectives, (2nd ed.), (pp. 289-307). Mahwah, NJ: Erlbaum. * Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339. Schunk, D.H. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D.H. Schunk & B.J.Zimmerman (Eds.). Self-regulated learning from teaching to self-reflective practice. New York: The Guilford Press.
PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
Discussion,Questions/Answers,Lecture
ASSESSMENT METHODS AND CRITERIA
Quantity
Percentage(%)
Mid-term
1
20
Assignment
1
20
Total(%)
40
Contribution of In-term Studies to Overall Grade(%)
40
Contribution of Final Examination to Overall Grade(%)
60
Total(%)
100
ECTS WORKLOAD
Activities
Number
Hours
Workload
Midterm exam
Preparation for Quiz
Individual or group work
14
10
140
Preparation for Final exam
Course hours
14
3
42
Preparation for Midterm exam
Laboratory (including preparation)
Final exam
Homework
2
20
40
Project
1
60
60
Weekly Articles and Resource Research
10
2
20
Total Workload
302
Total Workload / 30
10,06
ECTS Credits of the Course
10
LANGUAGE OF INSTRUCTION
Turkish
WORK PLACEMENT(S)
No
KEY LEARNING OUTCOMES (KLO) / MATRIX OF LEARNING OUTCOMES (LO)
