Self-Monitoring Tool

I chose to develop this monitoring process from the collaboration of multiple resources and personal experiences. I feel that this process is applicable for my SRL progress on this course, as well as the students I am currently instructing. This process has helped me refine my goals during Module 4.

The ‘Central Questions’ are directly from the resource “The Critical Role of Feedback”. These questions resonated with me because of the implication they have for SRL monitoring and the learner. With these questions alone learners can address their progress, identify feedback, and adjust learning goals as required. The first question helps the learner identify the base information, learning goals and success criteria, which they will be monitoring themselves with. The next two Central Questions are dominant in the self-monitoring process as they ask the learner to judge themselves based of the criteria and goals established in the first question.

I added the amplifying questions independently, from past experiences and current questions I have been asking myself. I used the questions to amplify what the Central Questions are asking so that the learner could approach the Central Questions from different perspectives. Additionally, I added the numerical rating column to the self-monitoring tool. I find that some people answer questions and write about their experience, but other benefit from identifying a numerical value. The one to five rating system, five being the highest, helps self-monitors think critically about each Central Question and their progress. Hypothetically, if a student was performing this self-monitoring task once a week while working towards the same goals they would be able to identify a trend in these numbers as they work towards completion. I find that these values help me sum up the reflective questions and give an overall quick look at what my performance is. The final question asked is “Do I need to refine my goals?” I think this was important because the feedback loop should filter back to improve the process and our success. This is just a reminder that in SRL it is okay to go back and refine your goals throughout the process so that you can improve your performance and learning.

Furthermore, the resource I used to help create this tool lists suggestions and recommendations for implementing self-monitoring in the classroom based on the Central Questions. I will be exploring this resource further in my Blog as I shift towards application of knowledge and theory in the classroom.

Resources:

• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.

• Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Thousand Oaks, CA: Corwin.

• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.

• Tobey, C., & Goldsmith, L. (2013, February 28). The Critical Role of Feedback. Putting Students at the Center, 8(11). Retrieved August 4, 2016, from http://www.ascd.org/ascd-express/vol8/811-tobey.aspx

• Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree.

• Wiliam, D., & Thompson, M. (2007). Integrating assessment with instruction: What will it take to make it work? In C. A. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Mahwah, NJ: Erlbaum.