EFFECTIVE INTERVENTIONS
Paul Kirshner sad “When you use any tool always think: why do you use it. It is not allowed to use tool simply for using tool. Every time teacher must realize what benefit this tool will provide”
When I am thinking about interventions in SRL I always mention about goals. Is it necessary to implement SRL or other interventions? It must be some prerequisites or rules that regulate it.
Our lecturer Ernecto Panadero in wrote: “The main objective of this study is to compare the effects of two different self-assessment tools – rubrics and scripts – on self-regulation, learning and self-efficacy. The reason for this goal rests on the importance of self-regulation for learning, and on the role of self-assessment for improving self-regulation.” Unfortunately Ernesto didn’t find any positive results of usage that tools.
But what’s the aim or this tools, can they provide any benefits. In my opinion they can. For example: students have bad marks. What’s a core reason, are they need new educational model, or they have a wrong study program, or it will be enough just substitute teacher in the class? My first idea is base on these questions. I think teacher when he/she have an idea to start intervention have to strongly comprehend what and why this interventions are. In case SRL, before any innovation teacher have to measure level SRL in class. It should be done for every student individually. Some students might already have high SRL level vice versa other student might be novice in SRL. Only after this measurement teacher can start to plan interventions. First he/she needs to select 3 group o students: High level, medium level, low level. Every group should have own program for intervention. Correspondingly result of interventions will be different for every group. Probably (according my experience) sharpest growth will be on low and medium level, but high level will have higher quality of result.
My second idea is about ways of interventions.
“Research over the last 10 years has given empirical support to the presumption that young children can and do engage in activities to self-regulate their learning. Hattie et al. (1996) even found that the youngest children benefit the most from training. The major advantage of training children how to self-regulate their learning in the beginning of their schooling is that during these first crucial years, students set up learning and self-efficacy attitudes which are easier to change than when students have already developed disadvantageous learning styles and learning behavior.”
According this I thought why we speak only about SRL model. Every pupil must have his own model, which likes and suit his more than other. I google “learning models” and found many of them interesting for ex:
HRDQ Experiential Learning Model
V.A.L.U.E.S. learning model
V- Valuing ; A-Asking; L-Listening; U-Understanding; E- Enabling; S-Serving
Kolb’s Experiential Learning Model
Thus I can conclude that better way to use different models of interventions, and different models of education. And according Paul Kirshners quote, every time to understand: why do you do it. In the result pupils (especially in first crucial years) can choose the most effective model.
intrainabroad 