Study skills courses should build students' awareness of contextual demands such as grading practices¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The chapter recommends helping students monitor and adjust to classroom task requirements and grading practices, noting that college freshmen often struggle because they fail to adjust their perceptions of course requirements to faculty expectations. It states that "Many college learning strategy or study skills courses attempt to help students become aware of these differences and adjust their strategy use and behavior accordingly." This operationalizes the contextual monitoring cell of the SRL framework.

Design Implications¶

Context¶

Requirements¶

• Students must first become aware of classroom rules, grading practices, task requirements, and reward structures before they can adjust behavior

Constraints¶

• In traditional classrooms the teacher controls most tasks and context, so students may have little opportunity for contextual control beyond negotiating task requirements downward

Target Learners¶

• college freshmen
• students in elementary through graduate classrooms

Target Learning Goals¶

• monitoring and adjusting to classroom task requirements and grading practices
• adaptive strategy use

Affordances¶

• Pintrich Four Phase Four Area Srl Framework

Related Strategies¶

• Use the contextual embeddedness of learning patterns to foster the quality of student learning

Examples¶

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Key Sources¶

• Paul R. Pintrich. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, Academic Press. https://doi.org/10.1016/b978-012109890-2/50043-3