As a whole, Self-Regulated Learning (SRL) Theory is a process of strategic student engagement. This requires a few key components: (1) interpreting/making sense of learning tasks, (2) setting goals and choosing appropriate strategies to meet them, and (3) keeping tack of one’s progress, and adjusting behaviour as necessary.
Self-regulated learning is not always an innate skill, meaning that it is up to teachers to model the skills that are required in order to gradually help their students to develop them on their own. This idea was also illustrated by one of our course’s guest speakers, Kindergarten teacher Katlynne Gow, who sees self-regulation as a spectrum of behaviour. This spectrum begins with students who are unable to participate in classroom activities altogether. Eventually, children learn to regulate their behaviour, and later their own learning, until they finally are able to participate in the learning process in a much more active way. Personally, I am very intrigued by the hallmarks of SRL Theory, and I am excited to help my own students both to find this capacity, and to apply it to their own lives both inside and outside of school.