Analysis of Calvin
-
Calvin's Motivational Pattern
Calvin is motivated to complete a project properly however, he just lacks the tools and strategies to do so. He has not learned to plan, implement, or reflect on his learning process. Calvin's inability to do this is setting him up for failure. Therefore, Calvin has a need to become self-regulated in aspects that require him to succeed in school. The cartoon below shows that Calvin is excited to start on the project that was given to him by Ms. Wormwood, but he has not been taught the proper strategies to accomplish this task. Instead of using positive strategies that promote learning and completion, Calvin instead chooses to use a strategy that does not lend itself to positive outcomes. This is either because he has not learned what the proper self-regulating strategy is or he is choosing not to use this strategy and instead uses one of his own. Moreover, Calvin lacks the capacity to be metacognitive about his learning process, not does he have the capacity to sustain his motivation; both of which are integral to the process of self-regulated learning.
-
Why is Calvin like this?
Calvin's lack of self-regulation is primarily influenced by teaching methods, classroom environment, and his own inability to strategize and implement self-regulated learning techniques. It appears that Ms. Wormwood follows methods that are aligned with behaviorism, and are embedded in classroom behavior management techniques rather than connecting with the content matter. Therefore, she doesn't allow students to choose topics, which does not promote scaffolding and modeling of self-regulation. She doesn't give her students an opportunity for metacognitive learning because she allows no time for students to reflect upon their work. The classroom environment is based on a system of rewards and punishments, which doesn't necessarily promote intrinsic motivation. The environment is not designed to promote collaborative learning, which does not encourage Calvin to share his ideas with the rest of the class in a positive manner. Calvin's own self identity and interests disallow him to engage in self-regulated learning, because he is not properly equipped with self-regulated learning techniques, and a positive self-worth of his work. This cartoon shows that Calvin is interested in a subject material, but he feels like he does not have the freedom to choose a subject that he can do on his own that would promote self-regulation.
-
What can Ms. Wormwood do?
In order for Ms. Wormwood to foster self-regulation in her classroom, she needs to change her instructional method and classroom management techniques, while instilling productive learning strategies aligned with this theory in Calvin. She needs to incorporate more cognitive instruction, which would include reflective discourse, explanations, guided inquiry, scaffolded support, reciprocal teaching, and collaborative learning. This would lead to her students internalizing self-regulated learning strategies. Some of these learning strategies are- developing background knowledge, cognitive modeling, mnemonic memorization, supported and independent performance, which are the building blocks of self-regulated learning theory. This final cartoon show that Calvin can be self-regulated when it applies to a subject that he has chosen and does not have to do for school. If Ms. Wormwood were to find out what Calvin really enjoys learning about she could then create a lesson that would help engage Calvin to become a self-regulated learner. She could do this by giving Calvin a small base of knowledge, and then creating a discussion of the material that she has given. Afterwards she would then create a broader lesson of the subject that is still engaging Calvin, then asking Calvin to reevaluate the choices he made prior and ask him what changes he would make. Ms. Wormwood would then use this subject while teaching a different lesson allowing for the transfer of knowledge from one subject to another, and then asking Calvin to use this information to create a project of his own choosing that could be accomplished at home. Ms. Wormwood would use formative assessment to grade the class which would gauge the class's background knowledge and current knowledge of the subject matter during the entire process. Several other aspects of learning to be self-regulated could be used by Ms. Wormwood, such as, reciprocal teaching, valuing failure as a constructive outcome, and journaling. Through reciprocal teaching Ms. Wormwood can model appropriate behavior and scaffold self-regulated learning. Through journaling the students are able to reflect on their previous failures and can begin to learn how to regulate the learning processes, which will allow for achievement later on in life.
