What makes Self-Regulated Strategy Development different from teaching Self-Regulation?
- Jaclyn Victoria
- Nov 17, 2017
- 4 min read
Here is the big question: what is the difference between self-regulation and self-regulated strategy development?
I mean they both contain the same word "self-regulation", the only word difference is strategy development, but what does that really mean? This blog post will explore and explain the critical difference as well as content overlap between these two terms, and what they would look like in the classroom.
Self-Regulation is...
Who developed the term?
Many social psychologists have contributed to the various definitions and components of Self-Regulation including: Albert Bandura, Roy Baumeister, Barry Schunk and Barry Zimmerman.
What is it?
There is no universal definition, but this definition is widely used to encompass the important parts of the term.
Self-regulation is the ability to “monitor and modulate cognition, emotion and behaviour to accomplish one’s goal and/or to adapt to the cognitive and social demand of specific situations” (Berger et al, 2007).
There are five points that are always essential to assist our understanding and application of self-regulation.
1.Attain, maintain, and change one’s level of energy to match demands of task
2.Monitor, evaluate, & modify emotions
3.Sustain and shift attention when necessary and ignore distractions
4.Understand meaning of social interactions and how to engage them in a sustained way
5.Connect with and care about what others are thinking and feeling- to empathize and act accordingly
(Vohs and Baumeister, 2016).
There are five domains of Self-Regulation: biological, emotion, cognitive, social and pro-social. By identifying the stressor, we can apply strategies to reduce this stress and how it negatively impacts our cognitive, social, and emotional skills. These five domains we developed by Stuart Shanker (see link for his website to learn more).
What are the benefits?
Self-regulation has so many benefits for students! It improves academic achievement and well-being as well as social, pro-social, emotional, cognitive, physical and biological aspects of life. Self-regulation helps students manage behaviour at school, encourages positive work habits, and fosters goal development and achievement (Berger et al, 2007).
Students who self-regulate are more successful students and individuals because they have the skills and tools to monitor and modulate cognition, emotion and behaviour to achieve goals and accomplish tasks specific to situations (Berger et al, 2007).
Example: when a student gets upset, they are not going to throw things or slam doors- they can feel themselves getting upset, so they use one of their strategies to respond appropriate or remove themselves from the situation. The student can take a body break and go for a walk to relieve the stress they feel (opposed to take it out on others).
Here are some strategies to help students enhance and develop self-regulatory skills.
See also Zones of Regulation to assist students in modulating and monitoring their emotions. The Zones of Regulation framework foster self-regulation and emotional control.
Self-Regulated Strategy Development is...
Who developed the term?
Self-Regulated Strategy Development was created and developed by Educational Psychologist Dr Karen Harris. She has more than 40 years of experience in the field of education, having worked as a general and special education teacher, and as the former editor of the Journal of Educational Psychology. Her extensive research has been on developing the Self-Regulated Strategy Development model of strategies instruction (focusing on writing), and practical application of these strategies. She is currently the Mary Emily Warner Professor (co-chair with Steve Graham) in the Division of Educational Leadership and Innovation at Arizona State University.
What is it?
"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."
- Dr. Karen Harris
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 (Graham and Harris, 2006).
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).
Graham and Harris (2006) Self-Regulated Strategy Development:
1. Develop background knowledge
2. Discuss it
3. Model it
4. Memorize it
5. Support it
6. Independent use
See Self-Regulated Strategy Development sub-section on Self-Regulation page for more detailed information about each stage
What are the benefits?
There are so many benefits to Self-Regulated Strategy Development!
Through using this strategy, students are developing effective writing skills as well as enhancing self-regulation, metacognition and reflective thinking, self-awareness, and intrinsic motivation.
Self-Regulated Strategy Development can help both the students as well as set up structured stages for the teachers to explicitly teach students the skills they need to improve in writing, increase motivation, encourage metacognition and self-regulation.
Most the research with this strategy has been used for writing achievement, but more research is branching into the effective use of this strategy in mathematics and other subjects (Harris, 2006).
Resources
Tips on managing behaviour and helping students develop self-regulation in the classroom:
Stay on Green! Point-Based Behaviour Management System
Zones of Regulation http://www.zonesofregulation.com/index.html
More about Self-Regulation:
Vohs and Baumeister. (2016). Handbook of self-regulation: research, theory, and applications. Third Edition. Guilford Publications
The Five Domains of Self-Reg by Stuart Shanker https://self-reg.ca/
More about SRSD:
LD @ School: Combining Writing and Self-Regulation Strategies: The SRSD Approach https://www.ldatschool.ca/srsd/
Literacy Information and Communication Centre
References
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
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
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
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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