identity

Myself, and my user ID online

I, Me,The self that is constructed online is generally called the digital self. Analyses of
h shown thattcthe characteristics
teenagers) have
experiences of online users (especially
the
are (Zhao, 2005):
of the digital self . Retractable; and
. Oriented inward;
Multipliable.
. Narrative in nature;
The digital self is oriented inwardtoward the world of thoughts and feelings because
user's overt attributes. It is narrative in nature
others cannot see the online
online users will only comne to know the person primarily through what thatbecause person
tells them. It is retractable because others are unable to link the online self-clains to
people can interact witl
the offline identities. Finally, it is mnultiplicable bécause
relatively the same time.
another in different domains of the online world at
that they want to Thi
People are able to present themselves online in the manner
self-presentation tends to
process is called self-presentation. Research suggests that between 18 to 39 yeare
nonstudents
be superficial. A study found that students and
than their beliefs and
old were more likely to disclose their interests online rather
thus,
feelings (Attrill & Jalil, 2011). This constrains the feedback that one receives, and
influences the self.

The basic kinds of people you interact with online are:

1. People you do not know at all;
2. People you know both online and offline; and
3. People you know only online.
In the online social domain, it is entirely acceptable to contact and to be contacted
by complete strangers. For example, you need not be introduced to talk to a stranger
achat room, or to read and comment on a blog, an FB post, or a tweet ofinteract
someonewithyin
are not personally acquainted with. However, many of the people you
the digital world are those you know both online and offline although your tam with only
with these people vary considerably. Finally, there are persons you interact meeting
online. Through frequent interactions you get to know one another wwithout youhave
much
in person. Regardless of howoffline identity
known them online, their unverified
unrevealed or
largely remains familiar withonl
Your moble device
People you have become acquaintancesat
quicidy has becorne online are strangers and becaust
the easiest portal strangers you
the same time. They are person;
into your digital self them in an
you have never seen looklike;
do not know what they really
Nckeon
recognizethe
probably you will not even Throughonline
when you meet face to face.
118
communcation, however you have come to know alot about them, including the personal
secrets tney reveal to you, making vou feel a certain level of intimate acquaintance with
them.

Selective Self-Presentation and Impression Management

Self-presentation behavior is any behavior
intended to create, modify, or maintain an
impression of ourselves in the minds of others.
Whenever we are attempting to lead people to
think of us in a particular way, we are engaging
in self-presentation.

Why do people engage in self-presentation?

Self-presentation:
" Helps facilitate social interaction;
Enables individuals to attain material and social rewards; and
Helps people privately construct desired identities.
Generally, social media platforms are used for:
Social browsing;
Social searching;
Communication; and
Impression management.
Impression management is the attempt tocontrol or influence any other people's
perceptions. This could be their perception of a certain person (including you), a
material possession, or an event. There are two main motives of attempting to manage
the impressions of others:
Instrumental. This motive is to basically gain rewards and increase one's self
esteem.

Expressive. This motivation is about attempting to be in control of one's personal

behavior and identity. It is a response to moral norms, expectations, or restrictions,
seeking to show others that he or she, as a person, is different

Impression-management Strategies
Self-Promotion Exemplification Supplication
Intimidation
Ingratiation
Self-promotion is aproactive process in which aperson actively says things or takes
action to showhis or her competence to an audience (Rosenfeld et al., 1995, p.51). Self
Promotion often increases whenever there 1s an opportunity to openly impress someone

119
 of higher status (Giacalone &Rosenfeld, 1986). Ingratiation is the process by which
someonetries to win the approvalor acceptance of another. For example, if aawoman wants
to get her mother-in-law to like her, she may "kiss up" to her by givingg her compliments
or gifts. She may also try to make herself appear more similar to her mother-in-law in
behavior and opinion, since people tend to like others with similar values and interests.
so that observers may
involves a strategic self-sacrifice
Exemplification
the dedication. An exemplifier often wants other people to know how hard he/she hasrecognize
been working because of the need to advertise his/her behavior (Rosenfeld ettal.,
a 1995).
Intimidation is astrategy that involves showing off authority, power, or the potential
to punish in order to be seen by observers as someone who could be or is dangerous. This
is designed toincrease the credibility of one's threats and in turn enhance:the probability
that the target will comply with the demands for agreement (Tedeschi & Riess. 1981
p.11). Supplication is an approach where the individual exploits his/her weaknesses or
shortcomings to receive help or benefits.

Impact of online interactions on the self

Growing up digital: How the Internet affects teen identity

When British 14-year-old Hannah Smith turned to popular social networking
site Ask.fm in July 2013, she wanted reassurance.
Stressed out from studying for exams and anxious about the return of eczema
that made her feel ugly, Smith opened up about her feelings on the site, which
allows users to pose questions others can respond to anonymously.
The responses came in rapid succession. Anonymous posters urged Smith to cut
herself and drink bleach. One even said, "Do us all a favour n kill ur self."
When Smith did just that a month later, her father blamed the anonymity
of ASk.tms commenters for his daughter's death. The family demanded action
against the site, and Smith's death made international headlines about the ette
of cyberbullying,
What detectives found was arguably much more tragic that Smith sent the
hateful messages to herself,
hoping her friends would rally in her defense.
While cases like Smith's are rare, Smith was doing what most teenagers do:
seekingidentity validation from friends and strangers, often via social media. As a
new generation form
their identity. comes of age online, the Internet could be affecting howthey
Catherine Steiner-Adair, a psychologist and author of "The Big Disconnect:
Protecting Childhood and Family !Relationships in the Digital Age, saysthekindof
outside affirmation Smith sought online is a vital part of how teensformidentity.

120
 The need for validation and confirmation that vou're OK is so huge," Steiner
Adair said. "Parents often say, 'How could you go on a site where peOpie can
anonymously respond to whatever your question is: Am Icute? Am Ifat?" But we re
forgetting what it means to be a teenager when we say things like that."
Social media allow kids to broadcast everything while connecting them to
experiences they might not have encountered ageneration ago. But it also opens
teens up to exponential ridicule or an amplified feeling of invisibility that can
influence the perceptions they have of themselves.
According to market research data released this year from GFK, a German
market research institute, the amount of time teens spend online has grown 37
percent since 2012, to about four hours a day. In a 2010 survey from the Girl Scout
Research Institute, 74 percent of girls said they felt their peers used social media to
"make themselves look cooler than they are," and 41 percent said that also describes
them.
A 2010 study from York University found that people with lower self-esteem
spent more time online and posted more "'self-promotional" content to sites like
Facebook.
Steiner-Adair says that while technology changed how teens seek and get
feedback about identity, teen behavior is much the same.
"Kids are always looking at each other, comparing themselves to each other.
The same thing that's going on in the halls is going on online," Steiner-Adair said.
"The difference for teenagers today is that there's an endless supply of people to
whom they can compare themselves."

Bv:Chandra Johnson, published May 28, 2014 at http//www.deseretnews.com/

article/865603981/Growing-up-digital-How-the-Internet-affects-teen-identity.html

In 1998. one of the first studies of Internet use found that Internet use in general
significantly affected social relationships and participation in offline community life
(Kraut et al.. 1998). The study indicated that the more time spent online caused a decline
social
in communicating with family members. A2013 data also indicated that the use of
well-being and
networking sites (SNS) may possibly undermine subjective perception of
life satisfaction.
One of the reasons time spent on SN may be associated with depressive symptoms
lead to the altered (and often
is the fact that computer-mediated communication may
users. This may lead
Wrong) impression of the physical and personality traits of the other
intelligence.
to incorrect conclusions regarding phySiCal appearance, educational level, 2012)
online friends (Chou.
moral integrity, as well as many other characteristics of
that so far there is still no conclusive evidence that the
it should be stressed
However,i
121
 Social validation is an important part of being human. Hence, a Facebook"Like ora
Twitter Favorite is a social signal that makes us feel good and makes us want to crave
for more.

Boundaries of the self online: Private vs. public: personal/individual vs. soc1al
identity online
How are identities constructed in the age of the Internet? Is the distinction between
"private identity" and 'public identity" relevant, especially for this generation? An
important characteristic of the Internet age is the phenomenon of "public identity."
It can be said that for millennials and for the future generation, the notion of
"privacy" as an individual would probably be lost. After all, these are young people who
have been subjected to security measures in various forms and in numerous settings
(schools, airports, malls). In many settings, the words, "This Area Is Under Constant
Surveillance," are posted. Even parents and the youth use "webcams" to capture everyday
behaviors. Millennials have been socialized to do things in groups.

Private vs. public self

Social scientists have given very different definitions of the concept of "private" and
"public." Understanding the difference between these concepts will help in your study of
the "self" (Baumeister, 2012):
" Private. The prevalent definition among social psychologists is "private" refers to
mental events in a person that are inherently unobservable by others.
Public. What social psychologists consider as "public" are behaviors that are open to
the observations of other people.
SUMMARY OF THE VARIOUS USES OF THE TERMS "PRIVATE" AND "PUBLIC"
PRIVATE PUBLIC

Phenomenological experience Observable behavior

Acting only for self Acting as agent for others

Actor controls access to Information about self not
information regarding self controlled by actor
Acting in the interest of a limited Acting in the interest of the
number of people community

Social profiles are a description of individuals' social characteristics that identify

such as LinkedIn and Facebook. When it comes to online
them on social media sites,
nersonal or business branding, the creation of social media profiles is absolutely
essential. Before the advent of the Internet, only companies had to worry about their
brands. Now individuals do as well, especially individuals who are open to or actively
opportunities.
Seeking new job
123
 Possible advantages of making your online profile public:
It facilitates open communication that could lead to better and faster
discovery and delivery.
It allows open discussion on ideas and the posting of news,
information
sharing of links.
asking of questions, and
. It provides an opportunity to widen business contacts.
. It targets a wide audience, making it a useful and effective tool to
network of friends. increase your

" If you are an entrepreneur, it improves business reputation and client base sos
minimal use of advertising.
It helps expand market research, implement marketing campaigns, deliver
communications, and direct interested people to specific websites.
Possible risks:

It is opens up the possibility for hackers to commit fraud and launch spam and virus
attacks.
" It increases the risk of people falling prey to online scams that seem genuine,
resulting in data or identity theft.
It potentially results in negative comments and bashing.
Söme advantages of making your online profile private:
You have controlover viewers. You only connect with those you want to communicate
with.
Your online profile is protected from scammers and bashers.
Disadvantages of a private profile:
" Your network is very limited, thus, you close your doors to opportunities that social
networking bring.
Your engagement is very low.
You do not get to meet interesting people with whom you can exchange ideas o
learn from.
If you are an entrepreneur, a private profile will not help grow your business.
Individual vs. social identity you
because
How do you know you are the same person you were as a child? Is it
is it because you
remember yourself growing within the same body you have now? Or confirm you are,
perceive that you have the same mind? What criteria can be used to
about
in fact, a"person?" Personal (individual) identity is the concept you develop
yourlife
yourself that evolves over the course of your life. This may include aspects of aswell
that you have no controlover, such as where you grew up or the color of your skin,
as choices you make in life, such as how you spend your time and what you believe
124
 Characteristics
. The
of personal
identity:
emphasis is on the
individual.
" t1s created through differences in personal characteristics when comparing tne set
with others.

Social psychologists Henri Taifel and John Turner (1979) theorized

that social
identity 1s a person's sense of who he/she is based on group membership(s). They
asserted that the groups (e.g., social class. family, basketball team, and so on), to which
people belonged to were an important source of pride and
self-esteem.
Characteristics of social identity:
The emphasis is on what the person has in common with the members of his or her
group.
It is created based on
similarities with others.
Gender and sexuality online
Does the Internet influence stereotyping? The Internet plays an essential role in
shaping our conception of the world, our opinions, and our values. Children and young
people who are in the process of forming their opinions and attitudes about norms and
acceptable behavior, and also about sexuality are most susceptible to the Internet's
influence. The attitudes, conduct, and roles toward women, men, and the LGBTQ+
community are being strongly influenced by Internet content. By creating a certain
type of message, internet users can manipulate people's attitudes and opinions. Gender
stereotypes existing in the offline environment (which are the root of inequality between
men, women, and the LGBTQ+, and the origin of gender violence) are also present in the
online world.
Astereotype is "...a fixed, overgeneralized belief about aparticular group or class of
people" (Cardwell, 2014). The use of stereotypes is a manner in which people simplify the
social world. Stereotyping is assuming that the characteristics and abilities of one person
is also present in all members of the group. Stereotyping leads to social categorization,
which is one of the reasons for prejudice attitudes (.e., "them" and "us" mentality).
What factors affect adolescent sexuality? Sexuality as a developmental issue is
present throughout the life cycle, but it becomes especially salient during adolescence.
Adolescents have to adjust to their developing sexuality, in particular their increased
sexualdriye. interest in sex, and the task of constructing their sexual selves.
The development of sexuality is an important bio-psycho-social development.
During adolescence, major biological, as well as psychological developments take place.
The myriad of changes that occur in adolescents put them under enormous stress, wbich
may have adverse physical, I psychological consequences.
and
yyoutution
gndr
125
 Here's the diagram of the major divisions and parts of the nervous system:

Nervous System

Central Nervous
Peripheral
Systems Nervous sSystem

Brain Splnal Cord Somatic Autonomie

Forebraln Midbraln
Hindbrain Sympathetic Parasympathetie

Cerebrum Thalamus Hypothalamus Medulla Pons Cerebellum

Are you right-brain or left-brain oriented? Try to follow the activity that will be
facilitated by your instructor. Listen carefully.

Left Brain/Right Brain Activity

For this activity, have students line up one behind the
other in a large area, like the
cafeteria or the gym. Tell them you are going to read two
listen to both before moving. If they agree with the first statements, and they should
to the left, and if they agree with the statement, they will take a step
As statements are read, some
second statement, they will take a step to the right.
students will move farther and farther from that point
where they started. Others may remain close to the
pairs of statements (always read the odd first, origin. After you have read several
some of them. When you stop, point out that then the even), you may choose to skip
students who have moved to their left are
left-brained. Students will show varying degrees of this. Students who are to the right
of where they started are
they fit the description.
right-brained. Read each sentence and have students decide if
1. Iremember names best. L
2. I remember faces best.
3. I prefer to have things
4. I prefer to have things
explained to me with words.
explained by showing them to me.
5. I prefer classes with one
6. Iprefer classes where I assignment at time.
a
work on many things at once.
7. Iprefer multiple-choice tests. L
8. Iprefer essay tests.
133

T.C
Here are the characteristics and functions of the left and the right hrs
LEFT BRAIN FUNCTIONS RIGHTBRAIN FUNCTIONS

Right side of body control Left side of body control

Number skills 3-D shapes
Math'Scientific skills MusicArt awareness
Analytical Synthesizing
Objectivity Subjectivity
Imagination
Written language
Intuition
Spoken language
Creativity
Logic
Emotion
Reasoning Face recognition

LEFT BRAIN
" Characteristics and
Functions Rational
Evaluative thinking
" Logical/critical Abstract math
thinking/analytical Computation
" Solves problems by breaking Reading/phonics
them apart Reality
" Thinks concretely Improving known
" Talks to think and learn Intellectual
" Serious ideas/logical ideas Controls feelings
Time-oriented
Structured/planned/sequential
Prefers to write and talk
Follows verbal
instructions
" Auditory/visual learner
Remembers names
Prefers objective tests

136
 METACOGNITION AND STUDY STRATEGIES
Metacognitive Teaching Strategies (Helping Students Learn How to t.
Metacognition:
(meta ="about" and cognition = thinking)
Purposefully thinking about one's own
thinking strategies - when people are able
to "learn to think and "think to learn"
Metacognition is a learning strategy that
you use to understand and control your own
performance.

It is a system wherein you:

Are totally involved and aware of how you learn
and what learning techniques or strategies
meet your needs
Evaluate how effective these strategies are for you
" Implement the best plan of action for optimal learning

Learners with strong metacognitive skills

. Effectively plan for their learning
. Know their limits and seek help when needed
" Frequently assess their knowledge to test their comprehension of the topic
" Monitor their own learning and use various learning strategies
" Carefully practice a skill to gain confidence and competence

There is a need to teach for metacognitive knowledge explicitly...we at

continually surprised at the number of students who come to [university] has
very little metacognitive knowledge; knowledge about different strategies, diter
cognitive tasks, and particularly accurate knowledge about themselves. (Pinte
2002)
that
The following metacognitive teaching strategies come from a few sources
used including:
Promoting student metacognition (K. Tanner, 2012) self-awarenes
Creating self-regulated learners: Strategies to strengthen students'
and learning skills (L. Nilson, 2013),
Metacognition (Putting Metacognition into Practice) by Nancy Chick
Centre for Teaching Assistant Director (Vanderbilt University),
Classroom Assessment Techniques (by T. Angelo and P Cross, 1995)
138
 RIGHT BRAIN
Functions and Characteristics

" Prefers to draw and handle " Musical abilities Dreaming

objects
. Lets feelings go Singing
" Imaginations - Emotional Assuming
fantasy
" More likely to act on emotions
" Holistic Affective
" Inventing
" Intuitive interaction
" Visual/spatial/kinesthetic thinking Spontaneous
" Pictures things to think and " Abstract Remembers
learn
"Responsive faces
" Playful
Humorous ideas Takes risks
Follows written or Prefers
demonstrated directions " Subjective essay tests
" Creative thinkingsynthesizing Processing of
ldeas

You can also take Left Brain/Right Brain Testonline athttp:/Testyourself.psychtests.com

137
 PRE-ASSESSMENT (SELF-ASSESSMENT) OF CONTENT
Asimple activity, such as finding out what you already know about a
you begin to think about how learning works.
topic can help
Here are a few ways to conduct a pre-assessment (or a student
new content.
self-assessment) of
1. Create a few key questions about the content/topic a week prior to the cass.
Questions should ask students what they know already about the topic, possible
identification of any misconceptions they hold on the topic, challenges or
successes they have had with the topic, exploration into past experiences, or
applications of the content/topic.
These questions may be in the form of a homework assignment, a set of clicker
questions for in-class voting, a short reflective writing piece done in dass and
handed in.
2. Have the students individually hand in their responses anonymously. Skim
through the answers after class. Possibly categorize/summarize all responses by
themes.
3. Share responses with students the next class either
verbally or a summary of
themes.
4. Have a discussion with students about how asking
these questions can help them
in thoughtful planning of how they might approach a new idea or topic or how
they will approach course content and associated
studying/learning strategies.
SELF-ASSESSMENT OF SELF-REGULATED LEARNING SKILLS
Students are not going to learn how to be good learners unless we engage them in
activities and discussions about how they perceive themselves as learners - and to
see
what approaches are working and not working for their learning.
Here are 21 statements you could pose to students to start them
thinking about how
they think and think about how they learn. Ideally, we hope to have
deep approaches to learn rather than surface students utilizing
approaches. Strategic approaches are
somewhere in between the two but don't really result in longer term and
meaningful
learning
Surface Approach to Learning Questions
1. Ifind I have to concentrate on just memorizing a
good deal of what I have to learn.
2. lam not really sure what's important in lectures, so I try to
get down all I can.
3. Itend to read very little beyond what is
actually required to pass.
143
 4. Iconcentrate on learning just those bits of information that I have to
know to
5. Ilke to be told precisely what to do in essays or other assignments. pass.
6. Ioften seem to panic ifI get behind in my work.
7. Often I find myself wondering whether the work I am doing here is really
Strategic Approach to Learning Questions |worthwhile
1. Ithink I am quite systematic and organized when it comes to studying for eya
2. lam pretty good at getting down to work whenever I need to.
3. Iorganize my study time carefully to make the best use of it.
4. Before starting work on an assignment or exam question, Ithink first how he
tackle it.
5. Ilook carefully at my instructor's comments on coursework to see how to get hik
marks the next time.
6. Iput alot of effort into studying because I am determined to do well.
7. When Ihave finished a piece of work, I check it through to see if it really meet:
requirements.

Deep Approach to Learning Questions

1. When Iam reading, I stop from time to time to reflect on whatI am trying to learn fron
it.
2. When Iam working on a new topic, Itry to see in my own mind how all the ideas i
together.
3. Often Ifind myself questioning things I hear in lectures or read in books.
4. Some of the ideas I come across on the course I find really gripping.
5. Iusually set out to understand for myself themeaning of what we have to learn.
6. Ilike to play around with ideas of my own even if they don't get me far.
7. It is important for me to be able to follow the argument, or to see the reason be
things.
agre
All items are to be responded by choosing from "strongly agree," "somewhat
"somewhat disagree" or "'strongly disagree." Studentfor
These items come from ASSIST (Approaches and Study Skills Inventory approach
designed to evaluate university students' conceptualizations of learning. Resear
for
to studying, and preferences for different instructional methods (Centretoolidentiie
on Learning and Instruction, University of Edinburgh). The ASSIST andstrateg
three main approaches to studying: deep, strategic, and surface. Deepresultin poore
approaches usually result in greater success where surface approach may
performance by students. a
and
You may put a few of these staternents on a slide or on the whiteboard
collection
1f anyone uses that technique, or you may have a discussion around a
statemnents.
144
 Or you could copy the handout (see next page) and give to students and ask them
to check off their level of agreement with each statement. Once completed, ask the
students to identify the "approach" for each collection of statements and have them fill
in the type of approach used. (Answer: Surface, Strategic, and Deep).

What Approach to Learning Do You Use?

Instructions: Read each statement and the
column descriptor you feel best represents how Strongly Somewhat Somewhat Strongly
you learn. Agree Agree Disagree Disagree
Approach:
Ifind I have toconcentrate on just
memorizing a good deal of what I have
to learn.

lam not really sure what's important in

lectures, so Itry to get down all Ican.
Itend to read very Iittle beyond what is
actually required to pass.
Iconcentrate on learning just those bits
of information that I have to know to
pass.
Ilike to be told precisely what to do in
essays or other assignments.
I often seem to panic if Iget behind in
my work.
Often I find myself wondering whether
the work am doing here is really
worthwhile.
Approach:
I think I am quite systematic and
organízed when it comes to studying for
exams.

I am pretty good at getting down to

work whenever I need to.
I organize my study time carefully to
make the best use of it.
Before starting work on an
or exam question, I think firstassignment
how best
to tackle it.

145
 Anytime you can talk out loud ("think aloud") about how you view a document or a
picture or think about a book, or share your thinking processes with
students, you are
helping them become more metacognitive in their own approaches to the subject.
Once you have modelled for them how you would solve a problem or
interpret a piece
of writing, have students work in pairs to talk out loud as to how they are thinking
an assignment piece of homework or an assignment.
about
1. One student talks out loud while the partner records
what they are saying (the
strategy is going to be used to complete the homework or do the assignment).
The partner also guides them to think through all the steps.
2. Students switch roles and do the same for each other.
3. Now students have thought out the process for completing the
assignmeht or
homework, received some feedback from their partner and possibly have a plan
written down as to how they are going to undertake the task. Debrief briefly with
class as to lessons learned etc.

CONCEPT MAPPING AND VISUAL STUDY TOOLS

Concept maps were originally developed to enhance meaningful learning in the

sciences. Aconcept map is away of representing relationships between ideas, images, or
words. Concept maps are a way to develop logical thinking and study skills by revealing
connections to the big ideas or the key concepts you are trying to teach. Concept maps
will also help students see how individual ideas relate to the larger whole or the bigger
picture.
Learning benefits can be derived from instructor-led or student-constructed concept
maps of the connections and key ideas froma course or class. It is best that the instructor
demonstrate how to design a concept map of a class or course before students are asked
to do the same. Show students how the readings, videos, assignments, and activities are
connected to the course learning outcomes and other courses.
Design a brief or detailed concept map of the course or subcomponents of the course
and share it with students. Then later on in course students can form small
groups and
build a concept map as a review activity before a midterm or as a review of a portion of
the course. Students can do for homework or they can do in class and share with each
other explaining the interrelationships between each component. Ask the students to
draw all the "cross-links" and label them as they see the components
connecting fully or
partially.

147
 METACOGNITIVE NOTE-TAKING SKILLS
Provide students with guidance and models for how to take good notes during a
class. Here is a suggestion for a format you can replicate or draw on the board and discuss
with students.

Beginning of Class (Plan + Connect)

In this section, encourage students to prepare their notes in an organized fashion.
Stop the class andhave them complete the connection questions in their notes. This will
help them start thinking about how this class fits in with what they already know or
want to know more about.
Date: Course Name: Class Learning Outcomes:
Connections:
" What do I already know about this topic?
" How do Ifeel about this topic? (excited, anxious, curious, nervous)
" How does this topic relate to something Ialready know?
What questions do I have already about this topic?
Middle of Class (Monitoring Learning)
In this section, encourage students to create 2 columns in their notes. In the left
column ask students to record insights, "ah-ha" moments, questions students have about
the content, connections they are making to other classes/topics, and also any feelings
or thoughts they have on the class. In the right column they take traditional notes on
what is being presented. Encourage students to refrain from writing everything. Write
key concepts and headings on the board and indicate to students when you are shifting
to a new section or concept.

LEARNING INSIGHTS CLASS NOTES

End of Class (Reflecting on Learning)

Near the end of class, ask students to draw a line below their notes and write a
summary of the whole class. Just a few sentences is enough to get students thinking
about the key learning that has just happened and what the whole class was about.

151
 the board to help students with
a few prompts on theirI find
noteYou
(e.g.,canwhat writethe
alsowere most important ideas fromtoday's class? what did
how did today's content relate
to another class?
summarmosty
interesting in class today?

REFLECTIVE WRITING
Reflective writing helps students make connections between what they are learning.

in their homework/class content and with how they are integrating the contentinto
i their
current learning structures. Writing helps students observe themselves before, during
reading, watching and listening experience, Reflective writing can also
and after their affective and other personal reactions to leavot
take the form of jotting down their
writing activity is the "minute paper" wherak
the material. The most popular reflective experieneo
students respond to prompts that ask them to think about their
you have learning experiences in your class. Hers
recent
with the homework, class activities, or activities:
some sample prompts to use for your reflective writing
are
reading, video, or class is...
The most important part of the
learned today was...
The most useful or valuable thing(s) I
Iencountered was...
The most surprising or unexpected idea
my mind are....
The ideas that stand out the most in
helped or hindered my understanding of the reading, video, or class ...
" This
are....
. Two ideas that I have found confusing
I agree (or disagree) because....
"Ilearned a lot doing this assignment". starting this
on what I know now and if I were
The advice I'd give myself based
assignment over again would be....
what we have learned today for a high school student it would
IfIwere to paraphrase
look like this... way..
able to connect to other courses in this
" What I have learned today, I am

Managing your Own Learning: Self-Regulated Learning

somebody's going o
"Self-regulation will always be a challenge, but if
charge, it might as well be me." -Danie/Akst

educators
?Is itthe
What are the factors that you consider important in your learning?
teaching style? The learning materials? The classroom? learning
facilitate
Although it is true that the teacher, books, and classroom help primarylearning
concer
it is actualy not the most important consideration to learning. Your your
inlearning should be "you." Yes, "your" are the most important factor in

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process. Are you motivated to do your learning tasks? Are you confident in your ability
to learn? Are you open to learn about ideas that challenge your preconceptions?
You look vpset That Is probably
the gade you wore axpecting I'm taking ebout the
Po yoy ever try to gvaluate the process oF self
Way you re learning to soe IF What are yau reguation, Havent you
there mght be a better way? talking about? heard ofit before?

4 Cartoon characters courtesy of Pixton

Self-regulated learning is how students regulate their own emotions, cognition,
behavior, and aspects of the context during a learning experience. While motivation is
your general desire or willingness to do something, self-regulation is the process wherein
you activate, take control of, and evaluate your own learning. Motivation and self
regulation are not the same although these two qualities share some common elements.
One critical difference is "choice (specifically referring to autonomy and control over
the situation). In motivation, choice does not have to be central to the construct. Self
regulation, however, requires some degree of choice or intentional selection of strategies
to help you achieve a goal or behavior.

Self-Regulated Learners:
" Are aware of their own strengths and wealknesses
" Utilize metacognitive strategies (for example, you question your learning and you
monitor your own learning as well as your approach to academic tasks)
" Attribute any success or failure to factors within personal control

Self-Regulation as a Process
Self-regulation is a cyclical process. It promotes learning that will lead to aperception
of greater competence, which sustains motivation to reach a particular goal or goals.
Examples of good self-regulation skills include good time management; the ability to
rapidly select the most efficient problem-solving strategies; and the ability to actively
monitor emotional states, such as frustration.
Self-regulated learning is not a one-size-fits-all exercise. It is a process that should
be tailored to suit your individual need for aspecific learning task (Zimmerman, 2002).
As a cyclic process, a student who practices self-regulated learning plans for a task,
monitors the performance, and then reflects on the outcome. The cycle then repeats as
the student uses the reflection to adjust and prepare for the next task.
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 process. You: as student
The figure below illustrates the key steps of the cwill performs
is to guide and coach you
these steps while the instructor's vital role through each
step.
Plan, set goals, and
lay out strategies

Use results
from Use strategies and
Previous monitor
pertormance
to guide the performance
next one

Reflect on
performance

The Cycle of Self-Regulated Learning

Showing steps students can take throughout the process

The bullet points below provide additional information. It is adapted from the SAGE
2YCproject supported bythe US National Science Foundation Division of Undergraduate
Education and are drawn from Zimmerman (2002) and Zumbrunn et al. (2011).
1. Plan, set goals, and lay out strategies.
Many students may overlook this first step of the cycle as they dive headlong
into a task. It is important that you plan your actions before you start working
on a task. This will help you strategize right from the start.
Guide on planning, setting goals and strategies
Analyze the learning task. Ask:

Is this a task I've done before or something new!

Does it build off a task I've done before?

How much time will it take?

How much focus will lneed?

Set goals. Ask:

How will Istructure this task?

and sub-
What are the intermediate checkpoints
goals?
and
go,
weeks to
Can I complete an outline with two date?
the due
then arough draft one weekkprior to

154
 Plan strategies. Ask:

Will l need resources from the library, a color printer,

help from my lab partners, or an appointment for
office hours?

Given my needs, when should Iget started on this

task?

Set expectations for the Ask:

outcomne.
Given how much time Ihave available, my strengths
and weaknesses, and my current standing in the
Course, what type of outcome would Tlike?
Do I need to "ace" this, or is it OK iflcan just complete
it successfully?
Adapted from SAGE 2YC project
2. Use strategies and monitor performance.
In this phase, you carry out your outlined plan. Ideally, you should proceed
with confidence because you have already established adetailed plan of action.
Here are some key points for this phase:
a Use self-observation to reflect on your actions and the effectiveness of
the results. For example, "When Istudied in a quiet location in the library,
completed the reading more quickly than when I read at home."
b. Since things do not always go smoothly, make a plan on what to do when
obstacles arise (Flanagan, 2014).For example, "My teacher's consultation
hour is every Wednesday; I will go and clarify some of the topics here that I
don't understand."

c Stick with these strategies, even though it may be tempting to revert

to known (but ineffective) learning styles. Unfamiliar approaches may feel
inefficient at first, but learning the method can be as important as learning
the material.
d. Monitor your progress and the strategies you are using on the intermediate
goals. Expect and accept feedback from your teacher regarding your progress.
3. Reflect on your performance
Many students focus solely on the extrinsic outcome of their grade. While
grades are important, you should reflect on your own performance on a
particular assignment, and why you performed as such. This self-reflection can
help you understand why you earned a certain grade and how to improve your
performance.

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