Essay
MAX: 1800 words — master the art of saying a lot in clear and succinct ways
This will be the challenging part of the SRL Practice assignment because it will require you to take some risks and try some new things to tackle the main issue or
problem you identified in Part B.(Target for Change
The main thing I want to improve on is how to handle anxiety. Overwhelming anxiety weakens my performance and gives bad results.For example, critical deadlines may
pressure me and result in poor engagement. I will address the issue of anxiety by first determining the factors that causes it. As mentioned earlier, I experience
anxiety when the work I have become overwhelming yet I have less time and during exam time when I have less time for preparation. I want to do away with unpreparedness
when exams approach to reduce stress due to exams. Secondly, I want to stop the habits that consume my time and use this time to conduct my revision and studies. I
will also ensure that I create a good plan for revisions.)
SRL CYCLE
This part of the assignment will require you to complete the SRL(self-regulated learning) cycle by reporting back on how you addressed the target for change identified
in the SRL profile assignment:
(a) What was the target problem (You can copy and paste this from your SRL profile assignment)The blue part above
(b) What did you do to try to fix the problem? Describe at least 2 things you tried and show and example or evidence (photo, screen shot, graph, record you kept, etc).
(c) What has changed?
• What worked and why? How have you evidenced SRL in your approach to this task
• What didn’t work and why not?
• Where did your SRL fail you?
• Complete the 5 self-assessments you said you would do — what do they tell you? (The results below) Before and after.
(e) What can you do better in the future to address this problem. How can you be more Self-regulating in the future with regards to this problem?
Note, this is the final assignment in a course that has taught you how to use the 4 phases of SRL to take control of your studying and learning. We have introduced
techniques and strategies but we have always started with two critical questions: (a) are you sure you understand the task, and (b) can you translate tasks into goals.
Time management, procrastination, motivation, and attention problems often start with (a) weak task perceptions, and (b) weak, vague, or even lofty goals. If you
haven’t addressed those Phase 1 and 2 problems, simply adopting a new way of managing time, or a new strategy for motivating yourself is likely to fail. Know yourself
— Know the task — and use this assignment to show me you know the ED-D101 course content.
Results:
• Complete the 5 self-assessments you said you would do — what do they tell you? (The results below) Before and after.
1.Before:
After:
2.Before
After:
Below is the explanation by subscale:
1. Preparing to Set Goals
• A low score on this requires you to adapt your approaches.
• Many people miss out this stage when they set goals, and they struggle later as a result. The planning step is essential because you need to tie your personal
goals to your personal values and dreams (and not to the goals and dreams of other people). This will help to motivate you when times get tough.
• In EDD101, we talk about setting CAST goals and goals that emphasize the process of doing rather than the product. Refer to lecture slides and readings to lean
more about CAST goals and why they matter.
2. Forming Goals
• A low score on this requires you to adapt your approaches.
• You are probably familiar with the idea of goal setting, but how do you make sure your goals have specific concepts to be learned, actions, standard(s) and
timeline for them to be motivating? If you need guidance on setting specific and achievable goals, refer to lecture slides and readings to learn more about CAST goals.
Ask your lab instructor for help. Then, familiarize yourself with typical goal-setting mistakes to make sure that you are not unintentionally holding yourself back.
• Spend some time imagining the positive impact that achieving your goals will have on your life. Also, think about the times when you haven’t been successful,
or when you fail an assignment. Reflect on what went wrong, and whether there was anything you could have done differently – then take what you’ve learned and apply it
to your new goals.
3. Motivation
• A low score on this requires you to adapt your approaches.
• There are plenty of ways that you can support yourself if you start to lose motivation during a tough patch.
• Look for some quick wins right from the start. Keep working towards your goals by building them into your To-Do List or action program, and “park” other good
ideas until you can do something about them – this will help you keep on top of multiple goals without getting distracted by exciting new ideas.
• If you lose motivation, explore what is making you feel demotivated. Do you struggle with self-discipline, a lack of time or a drifting sense of purpose?
Redesign your goals around your time commitments if you need to, or create smaller sub-goals to give yourself some “easy wins” to boost your enthusiasm.
• It’s also OK to ask for support from friends or colleagues. For example, you may want them to remind you of your bigger-picture dreams when you’re finding
things tough.
• And remember: change is difficult, even when you’re working towards something you want.
4. Achieving Goals
• A low score on this requires you to adapt your approaches.
• As you get nearer to your goal, plan how you’ll celebrate success. This will spur you on to cross the finishing line!
• You need to make time to recognize and enjoy your achievement – for your own sake, as well as to thank those who have supported you along the way.
• After you’ve acknowledged your success, take a time to reflect on the process of achieving your goal. The second half of the MyPlanner guides this process for
you. Think about what you found tough, what went wrong, and what went better than you expected. Build that self-knowledge into your future goal-planning.
3.Before:
After:
4. Before:
After:
5.Before:
After:
