Teaching children to be better learners with self-regulated learning
World-leading research to determine the benefits of teaching children how to learn and manage their own learning is being undertaken with 4,000 students at 57 primary schools across ϳԹ.
The two-year study, a collaboration between the Department for Education and the University of ϳԹ, will build on an initial project undertaken in Europe.
The randomised control trial will teach self-regulated learning techniques to primary school-aged children, providing them with specific skills to manage their own learning in a way that is expected to have a positive long-term impact over their educational journey.
The practices teach children how to modify and manage goal setting, including setting sub-goals and planning what to do if difficulties arise.
Self-regulated learning equips students with the ability to strategically adapt their learning strategies in response to challenges or setbacks. Adaptability fosters resilience and the capacity to overcome obstacles.
Department for Education Chief Executive Professor Martin Westwell said, the teaching of self-regulated learning skills as early as possible in primary school offers a significant opportunity to shift the learning and developmental trajectory for significant numbers of children.
“Providing this assistance to all children, regardless of their background, is ultimately an issue of equity”.
“In the European trial, students who received instruction in self-regulated learning demonstrated significant enhancements in both their self-regulated learning skills and impulse control – and consequently their academic performance improved significantly”.
Participants in the study in years 2, 4 and 6 will be taught age-specific methods to practice setting goals, consider potential obstacles, plan actions and monitor their own progress.
Glen Osmund Primary School Principal Garry North said, at Glen Osmond Primary School, we think this is the perfect opportunity to embed self-regulation in our learning and curriculum.
“We are hoping that the skills students learn will provide a clear structure to help them stay at more difficult tasks for longer”.
Teachers received training in term 1, and the students will receive specific lessons over seven weeks in term 2. Researchers will measure the outcomes of the group against those in the control group not receiving the specific lessons.
Alongside the main trial of 57 metropolitan and country schools, a smaller study will take place on the Eyre Peninsula to highlight any adaptations needed for small schools and cultural relevance.
Chief investigator and University of ϳԹ Professor Sally Brinkman said, this is a unique opportunity for the highest quality science to inform teachers, schools and education systems in ϳԹ and beyond.
“We have high hopes that this self-regulated learning approach will have a positive impact for all students, supporting them in their learning journey throughout life” said Professor Brinkman.
The trial is being funded by the department and the National Health and Medical Research Council.
Read more about self-regulation and its role in the department’s .
