Teaching Activities that Develop Learning Self-Regulation

Basso, Fabiane Puntel; Abrahão, Maria Helena Menna Barreto

doi:10.1590/2175-623665212

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THEMATIC SECTION: SCHOOL EDUCATION IN PERSPECTIVE • Educ. Real. 43 (2) • Apr-Jun 2018 • https://doi.org/10.1590/2175-623665212 copy

Teaching Activities that Develop Learning Self-Regulation

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

This text addresses a study that aimed to identify the system of teaching-learning activity which best propitiates the development of strategies of self-regulation of learning in two first-year classes of formal literacy in French schools. The research development was carried out according to a qualitative observational perspective, inspired by the mixed conception of ethnographic methodology and activity theory. The results showed that the activities carried out in the Interdisciplinary Teaching category provided greater opportunities for the evolution of self-regulation strategies in students, enabling teachers to act as mediators in the process of developing self-regulation of learning.

Keywords:
Self-Regulation; Teaching Activity; Learning

Category	Community	Subject	Rules	Work distribution	Object	Instruments
Teaching code	Together in the classroom	Teacher and students	Rules of behavior in the classroom: for example, not speaking during the explanations of the teacher	The teacher explains and students understand and repeat	Phonographic code learning	Oral language, board, textbook reading exercises etc.
Significant code teaching	Together in the classroom	Teacher and students	Rules of behavior in the classroom: for example, asking for permission before speaking	Teacher as a didactic mediator with participation of students	Learning sounds, letters and words through activities that make sense for students	Oral language, orality reflection, discussion, pedagogical games, board, posters etc.
Interdisciplinary teaching	People in the school environment	Teachers of several subjects and students	Customary rules of behavior in the classroom and new rules related to different projects	Teacher as social mediator with active participation of the students, due to motivation	Reading and writing learning, but also other school subjects learning by using reading and writing	According to the objective of the project
Meaning of reading and writing teaching	Gathered in the classroom, library, school environments	Teacher and students	Customary behavior rules in the classroom and coexistence in society	Teacher as a cultural mediator between students and written culture	Reading and writing learning for understanding of the meaning	Texts, children’s books, social written texts etc.

Universidade Federal do Rio Grande do Sul - Faculdade de Educação Avenida Paulo Gama, s/n, Faculdade de Educação - Prédio 12201 - Sala 914, 90046-900 Porto Alegre/RS Brasil, Tel.: (55 51) 3308-3268, Fax: (55 51) 3308-3985 - Porto Alegre - RS - Brazil
E-mail: educreal@ufrgs.br

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[1] Fabiane Puntel Basso holds a PhD in Language Sciences from the University of Grenoble-Alpes, France, and has been a post-doctorant researcher in Education at the Federal University of Pelotas.

E-mail: fabiane.basso@gmail.com

Observation examples of the Teaching Dimension
Pedagogical Aspects	Teacher’s actions (e.g., the teacher uses the student’s answers).
Didactic gestures	Didactic choices (e.g., the teacher performs a coordination between the interpretative and the metalinguistic levels). Types of elements used in the reading and writing teaching (e.g., the teacher proposes to discuss and reflect on the stimuli and differences among the words). Types of support for reading and writing strategies (e.g., work with letters, sentences and texts).
Proposed tasks	Educational aspects of the task (e.g., task focuses more on the sense rather than the form). Task evaluation (e.g., formal evaluation through exercises). Coordination of tasks (tasks are simply juxtaposed).
Mediation instruments	Materials instruments (e.g., books, textbooks, computers, board). Symbolic instruments (e.g., language, oral explanation).

Observation examples of the Interaction Dimension
Teacher/students interaction	Teacher dialogues with students, letting them express their points of view, explore and share their impressions.
Students/students interaction	Interaction in small groups with different tasks.
Types of interaction	Interactions have a visible influence on the work progress.

Observation examples of the Behavior Dimension
Verbal Behavior	Students communicate orally.
Cognitive Behavior	Students consider the specific rules of each activity.
Psychological Behavior	Students overcome fear of producing something collectively and exposing themselves.