Self-Regulation

Self-Regulated Strategy Development focuses on helping students develop strong and effective writing skills while supporting the development of self-regulation. This strategy equips students with the tools and strategies to become effective independent writers, who can self-regulate, are motivated, metacognitive and reflective of their own learning.

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Self-Regulated Strategy Development is a six stage model that can be taught in conjunction with any genre specific writing strategy to increase student intrinsic motivation, enhance independent learning skills and encourage positive work habits leading to higher academic achievement in writing (Glaser & Brunstein, 2007).

 

Self-Regulation Strategy Development is a gradual release framework that empowers teachers to effectively and explicitly teach writing, while assisting students in developing self-regulation skills required to take responsibility for their own writing and become effective writers (Graham, 2006). This model encourages students to monitor, evaluate, and revise their writing, in turn reinforces self-regulation skills and independent writing (Graham, 2006).

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Graham and Harris (2006) Self-Regulated Strategy Development:

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             1. Develop background knowledge

          2. Discuss it

          3. Model it

          4. Memorize it

          5. Support it

          6. Independent use 

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Note: This strategy does not necessarily have to be taught in the order of the stages. Depends where students are in their learning and what they need to work on to become independent writers. Stages can be modified and omitted depending on individual student needs.

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Going through the SRSD stages... 1 , 2 , 3 , 4 , 5 , 6 ... 

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This model is organized in a learning cycle that capitalizes on

three types of self-reflective thoughts:

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• goal setting and strategic planning 

• self-monitoring of one’s accuracy in implementing a selected strategy 

• self-assessment of strategy outcome and task performance                            (Glaser & Brunstein, 2007).

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As I progress through these six stages in detail, I will use REPORT WRITING as the particular style of writing that I am teaching (but you can choose any style of writing such as narrative or persuasive).

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Stage 1: Develop background knowledge

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Teachers...

• determine student’s background knowledge in the particular area of writing.

• identify the skills that students need for the particular writing strategy (ex: report), and whether or not they possess these skills.

• determine where students are in their learning, where they need to be and how best to get them there. 

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Students...

• recall prior knowledge and contribute ideas.

• reflecting on their previous learning.

 

Example...

In the article by Graham, the teacher and her class brainstormed in small groups, “why it is important to write good reports and what makes a good report” (Graham et al, 2006). The groups proceeded to share their ideas, and created a brainstorming and semantic web.

 

Benefits...

This step is critical because it encourages students' “thinking about their thinking” and their metacognition. This activates students' prior knowledge and experiences surrounding report writing that they can build off for the writing task (Glaser & Brunstein, 2007).

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Stage 2: Discuss it

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Teachers...

• discuss the steps involved in the report writing process and the reasons why they are important (e.g planning or brainstorming to generate ideas).

• describe the benefits and purpose of strategy.

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Students...

• actively participate in discussion with teacher to develop steps in report writing process and the purpose of the strategy.

 

Example...

The teacher can co-create with the students an anchor chart of report writing steps that can be used as a reference tool (Graham et al, 2006).  Students understand the purpose of report writing, the characteristics of a good report, and what skills are important to produce quality written pieces (Glaser & Brunstein, 2007). This process of backwards design allows students to see what a finished report should include as well as the learning expectations and goals (Glaser & Brunstein, 2007).

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Benefits...

Throughout this process, the learning is transparent, direct and explicit, and students can pose questions to further develop their comprehension. Students have contributed to the development of the strategy, and they have a clear understanding of the learning goals and expectations to be successful.

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Stage 3: Model it

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Teachers...

• model the strategy for students.

• introduce the concept of self-instruction.

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Students...

• observe the teacher.

• ask questions and contribute ideas.

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Example...

Teachers model and demonstrate for students how to implement the strategy for report writing (Graham et al, 2006). The teacher is modelling each stage such as the planning stage using a graphic organizer and how to make edits using a checklist (Graham et al, 2006). The teacher can directly walk students through her thought process as well as self-evaluate and correct any mistakes along the way.

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Benefits...

Teachers can demonstrate how to properly use the writing strategy and show their thought processes throughout the steps until the report is completed. When teachers model a writing strategy, it gives students more confidence to try the strategy independently (Graham et al, 2006). The teacher maintains a running dialogue with herself that students can listen to and reflect on the cognitive processes involved in writing. While listening to their teacher provide positive reinforcement such as “I can do this” and staying on task “keep going, one more sub point to write” (Graham et al, 2006). This allows students to see their teacher finding value in making mistakes, taking risks in her learning, and that making changes is all part of the writing process. Students better understand how to work through their ideas to get to the final product, opposed to simply seeing a finished report. This encourages metacognition and self-reflection amongst students. 

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Stage 4: Memorize it

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Teachers...

• support students throughout this process by asking questions and having students explain their work/process of thought.

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Students...

• memorize the writing steps using a mnemonic if possible (such as POWER: plan, organize, write, edit, revise).

• understand the logical flow of information through these stages.

 

The expectations and anchor charts will always be visible and available for student reference (Graham et al, 2006).

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Example...

Teacher asking students questions about their report, and providing timely formative feedback such as "great job writing a report about your cat, but can you give more details." Also teachers can prompt for next steps such as  "now that you have picked a topic, what do you do? (ex: anchor charts for POW)."

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Benefits...

Teachers can see how well students are understanding the strategy and support their next steps. This is an opportunity to provide formative feedback, ask students questions and make observational notes.

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Stage 5: Support it

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Teachers...

• scaffold and support students in mastering the report writing strategy.

• provide positive encouragement.

• reinforce student progress.

• provide continuous, on-going and timely feedback to assist students in producing effective written reports.

 

Students...

• monitor their own writing processes and refer back to the expectations.

 

Example...

Writer’s Workshops are held to highlight skills or steps of the writing strategy such as using a graphic organizer. 

 

Benefits...

Research reinforces that positive feedback and encouragement exponentially improves student’s internal motivation and confidence for the task (Taylor et al, 2014).

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Stage 6: Independent use

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Teachers...

• continue to support students progress through the stages and go back to previous stages if needed. 

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Students...

• use the strategy independently to write their reports.

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Example...

Students are working independently and the teacher is observing their learning, asking questions, engaging in dialogue with students, providing feedback and next steps, and making observational notes.

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Benefits...

In a study by Tracey, Graham and Reid, 127 third grade students were taught the Self-Regulated Strategy Development in conjunction with a genre specific narrative writing strategy, and results supported a meaningful improvement in that student writing in contrast to students not taught using this strategy (Tracy, Graham & Reid, 2009). Students are writing longer and more detailed pieces, and approach writing with a more positive attitude (Glaser & Brunstein, 2007).

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Students taught with this strategy were able to write longer stories that were schematically stronger and qualitatively better, and maintained these skills over the long term (Tracy, Graham & Reid, 2009). These students could also write better for uninstructed genres such as report writing opposed to those not taught Self-Regulated Strategy Development (Tracy, Graham & Reid, 2009).

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What this looks like in the classroom?

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Self-Regulated Strategy Development is taught on average over a six-week period in conjunction with a writing unit (Graham, 2006).  Each classroom is different depending on student learning needs, but the basic structure of the strategy remains constant. This structure allows for the natural progression of students through the stages until they are working independently. 

 

This strategy lays out clear step-by-step learning with visible expectations, and the end goals are known from the beginning. The stages are logical, meaningful and applicable which motivates students to put in an increased effort and do their best.

The stages act as a roadmap to achieve the end goal of effectively producing a written report with valuable skills gained in the process.

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Role of the Teacher 

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• provides direct instruction and guides student learning.

• incorporates student input and ideas.

• creates a brainstorming and planning web about characteristics of report writing and why it is important.

• serves as a facilitator for discussion.

• provides prompting questions such as “when would we need to write a report?” 

• models how to use the strategy and the expectations.

• supports students as they complete the writing strategy on their own.

• provides on-going positive feedback during the supported and independent writing phases.

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Role of the Student

 

• consistently participates in discussions.

• co-creates strategy with teacher (student voice).

• asks questions.

• shares ideas with peers to reach higher levels of comprehension.

• choose their topic to write about (student choice).

• self-monitors their learning and comprehension.

• checks back to expectations see how they are progressing in the task.

 

The role of the student gradually develops into one of independence, where students are:

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• applying peer and teacher feedback. 

• reflecting on their learning.

• making modifications, edits, and revisions to their writing.

• implementing all stages of the strategy on their own.

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Self-Regulated Strategy Development directly supports the definition of “self-regulation” as defined by the Ontario Ministry of Education Growing Success document (Growing Success, p.11, 2010). The Ontario Ministry of Education has placed an incremental value on self-regulation as a critical skill for student success (Growing Success, p.11, 2010). Through teaching this strategy, students will develop self-regulation and improve their writing.

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This strategy has been extensively researched in relation to writing, but other subject areas including math have been used with SRSD, showing a positive correlation (Harris, 2006).

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Testimonials of teachers who use SRSD

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SSRS makes students "love to write!"

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https://www.youtube.com/watch?v=nSgx0T2DEqs

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SSRS Writing Transforms Students AND Teachers!

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https://www.youtube.com/watch?time_continue=2&v=hXLfQZIVCZo 

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The Students Came Alive and So Did I Using SRSD

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https://www.youtube.com/watch?v=Iq-Ijjm2aso&list=PLyX_2scGz1qNwPLhcZGSoAzremG08EbEW&index=7

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REMEMBER

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"SRSD is NOT a scripted program. It is a pedagogical framework and a collection of best practices, which can be incorporated and integrated into your existing program."

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- Dr. Karen Harris

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Additional Resources

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Check out these websites for more information:

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THINK SRSD http://www.thinksrsd.com/self-regulated-strategy-development/

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LD @ School: Combining Writing and Self-Regulation Strategies: The SRSD Approach https://www.ldatschool.ca/srsd/ 

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Literacy Information and Communication Centre 

https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/strategydev

 

 

References 

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Asaro-Saddler, K. & Saddler, B. (2010). Planning instruction and self-regulation training: Effects on writers with autism spectrum disorders. Council for Exceptional Children, 77(1), 107-124

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Bauer, I., & Baumeister, R. (2011). Self-regulatory strength. In K. Vohs & R. Baumeister (Eds.), Handbook of self-regulation (2nd ed.) (pp. 64–82). New York, NY: The Guilford Press.

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Baumeister, R. F., & Vohs, K. D. (2011). Handbook of self-regulation: Research, theory, and applications (2nd ed.). New York: Guilford Press.

 

Berger, A., Kofman, O., Livneh, U. & Henik, A. (2007). Multidisciplinary perspectives on attention and the development of self-regulation. Progress in Neurobiology, 82, 256-286

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Berry, A. B., & Mason, L. H. (2010). The effects of self-regulated strategy development on the writing of expository essays for adults with written expression difficulties: Preparing for the GED. Remedial and Special Education 

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Glaser, C. & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills: effects of strategy instruction and self-regulation procedures. Journey of Educational Psychology, 99(2), 297-310

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Graham, S., Harris, K., & Macarthur, C. (2006). Explicitly teaching struggling writers: strategies for mastering the writing process. Intervention in School and Clinic, 41(5), 290-294

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Harris, K. & Graham, S. (1992). Helping young writers master the craft: strategy instruction and self-regulation in the writing process. Cambridge, MA: Brookline Books Google Books

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Harris, K. & Graham, S. (2016). Self-regulated strategy development: policy implications of an evidence-based practice. Reading, Writing and Language, 3(1), 77-84

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Harris, K., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation (2nd ed.). Cambridge, MA: Brookline Books. Google Scholar

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Harris, K. & Graham, S. (2005). Writing better: effective strategies for teaching students with learning disabilities. Baltimore, MA: Brookes

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Harris, K. R. (1982). Cognitive-behavior modification: Application with exceptional students. Focus on Exceptional Children, 75(2), 1–16. Google Scholar

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Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brooks. Google Scholar

 

Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and students’ writing. In Hacker, D., Dunlosky, J., & Graesser, A. (Eds.), Handbook of metacognition in education (pp. 131–153). Mahwah, NJ: Erlbaum. Google Scholar

 

Harris, K. R., Lane, K. L., Graham, S., Driscoll, S., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 63(2), 103–119. Google Scholar, Link

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Ministry of Education. (2010). Growing Success: Assessment, evaluation and reporting in Ontario schools. First Education, Covering Grades 1 to 12. http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf 

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Taylor, G., Jungert, T., Mageau, G., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358