Self regulated learning

Meichenbaums Model of Self-Regulated Learning Summary of Meichenbaums Model of Self-Regulated Learning Learning takes place under the control of the leaner.
The learner is self-motivated.
Learner regulates their cognitive capacities.
Main activities include planning, self-instructing, self-regulation and self-assessment.
Learner uses cognitive models like adults who perform tasks while talking alone loud and the learner listens,
Leaner reports the modeled directions and instruction through self-motivation.
Learner directs self by self-monitoring
Leaner guides himself through self-instruction.
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Topic: Meichenbaums Model of Self-Regulated Learning
Purpose: the purpose of this study is to analyze Meichenbaums Model of Self-Regulated Learning and show its outcome in the learning situations such as hand-writing, creative writing, content mastery and general creativity.
Research: Research shows that Self-Regulated Learning is very successful and achieves high results since it is self-motivated (Slavin, 2003). The learner excels by observing a model perform by specking out aloud which helps the learner to imitate it later and use it for self-direction. According to Schunck and Cox (1986), self-instruction is very successful in the learning of mathematic. Other successes have been noted on learning of general creativity in contemporary learning (Meochenbaum, 1975), creative writing (Trimbur, 1987), and improvement of handwriting (Blandford &Lloyd, 1975).
Verbalization is the key to the success of this learning method (Flavell, 1979).
Hypothesis: there is a direct relationship between high-efficiency results and Self-Regulated Learning as compared to instructor-regulated learning.
Project plan: The hypothesis will be tested based on the purpose of this study. The findings will either reject or adopt the hypothesis. The experiment will measure the efficiency of the Self-Regulated Learning whose results will be analyzed against those of instructor-regulated learners.
Materials: materials used in this experiment were books and scholarly journals which have made consistent research in this area. The major book to be used in this experiment is Slavin, R. E., (2003). Educational Psychology: Theory and Practice, 7th Edition. Other resources include leaners exposed into two different groups to test the outcomes of this experiment.
Experiment: an experiment was carried out to identify the difference in efficiency in learning outcomes of learners who used Self-Regulated Learning and those who used the instructor-regulated learning.
Results: this study revealed that regular self-verbalization models, self- monitoring, self-assessment and performance is responsible for high-efficiency in children who practiced Self-Regulated Learning.
Slavin, R. E., (2003), Educational Psychology: Theory and Practice, 7th Edition. Allyn & Bacon, Incorporated, Boston.