A focus on the metacongition or the idea of “self regulated learning” by pupils peer assessing test questions & assessment points, they work as a pair and use proper mark schemes, are pushed to analyse and evaluate their answers and compare to the “model” and to their “peer” assessors answer. The teacher can then also review the tests to give pupils confidence that their “self regulated learning” is on track, breeding more confidence in what they are doing.
Vygotsky’s theory of development provides a social constructivist account of self-regulation. Lev Vygotsky (1896–1934) believed that people and their cultural environments constitute an interacting social system. Through their communications and actions people in children’s environments teach children tools (e.g., language, symbols) needed for developing competence. By using these tools within the social system, learners develop higher-level cognitive functions such as problem solving and self-regulation. Self-regulated learning includes the coordination of such mental processes as memory, planning, synthesis, and evaluation. These coordinated processes do not operate independently of the context in which they are formed. A student’s self-regulated learning processes reflect those that are valued and taught in the culture of the student’s home and school.
Vygotsky believed that people learn to self-regulate through control of their own actions. The primary mechanisms affecting self-regulation are language and the zone of proximal development (ZPD), or the amount of learning possible by a student given the proper instructional conditions. Initially children’s actions are directed by the language (speech) of others but children gradually internalize this self-directing language and use it to self-regulate. Through interactions with adults in the ZPD children make the transition from behaviours regulated by others to behaviours regulated by themselves, or self-regulated learning.
Using the ideas from this report…
Effective classroom strategies for closing the gap in educational achievement for children and young people living in poverty, including white working-class boys
(Centre for Excellence and Outcomes in Children and Young People’s Services 2011)