Meichenbaum
Meichenbaum’s
Model of Self-Regulated Learning:
Meichenbaum believed that students were capable of learning how to self-regulate their behaviors. This self-regulated learning is also referred to as “cognitive behavior modification” (Slavin, pg. 114). By following the five-step strategy/procedure Meichenbaum created, teachers should be able to see improvement in student’s ability to self-instruct. The idea is to use these strategies to reduce disruptive behavior in the classroom and help the student develop independence and awareness in his or her behavioral actions. Ultimately, students who self-regulate their behaviors effectively can transfer these skills into academic fields as well, such as tracking their own academic achievements and progress.
Meichenbaum’s steps for self-instruction are listed below:
“1. An adult model performs a task while talking to self out loud (cognitive modeling).
2. The child performs the same task under the direction of the model’s instructions (overt, external guidance).
3. The child performs the task while instructing self aloud (overt self-guidance).
4. The child whispers the instructions to self as he or she goes through the task (faded, overt self-guidance).
5. The child performs the task while guiding his or her performance via private speech (covert self-instruction).” (Slavin, pg. 114).
As the reader can see, Meichenbaum’s series of steps starts with the teacher modeling what self-regulation looks/sounds like. The teacher “thinking out loud” allows students into his/her thought process. Later, students are encouraged to “think out loud” as well. This “thinking out loud” eventually becomes an internal process that students do just with themselves, which is successful self-regulation. Students experiencing this overt to covert modeling are able to walk themselves through critical thinking problems, which is a skill they can take into adulthood. For example, many adults set goals for themselves or rewards when they’ve accomplished something. This is actually an exercise of Meichenbaum’s theory of self-regulation. People decide that they get a reward after doing “x, y, and z”.
Our 4th grader, Fred, is struggling to adjust to the norms and procedures of his new school. He would benefit greatly from Meichenbaum’s steps for self-regulation, as he needs an internal system of steps in place that he can rely on to get through class activities and create friendships. Helping him get in the habit of being aware of his actions in class or around friends, such as nose picking or coughing on others, could greatly assist him in assimilating smoothly into his class community. Similar to Bandura, Meichenbaum would also advise Fred to self-regulate by learning through a teacher model. While Bandura focuses on the relationship between the model and the learner, Meichenbaum places an emphasis on how the learner becomes self-instructive. For example, if Fred becomes frustrated trying to keep up with rules and classroom procedures, the teacher could come up with a personal checklist of tasks he must accomplish. This checklist could be a laminated piece of paper that stays on his desk, so it is unobtrusive, and he does not feel embarrassed by it. The checklist would be compiled of statements that promote self-regulation such as “Raise your hand before speaking as to not disturb others”, or “Remain in your seat and ask the teacher if you need to get up”. This checklist serves as a physical reminder for Fred to practice self-regulating his behavior in class. Likely, these statements are ones the teacher has verbally expressed numerous times before, which fulfills step one of Meichenbaum’s series of self-regulation steps.
Texts Referenced:
Slavin, Robert E.. Educational Psychology: Theory and
Practice (Page 112-114). Pearson Education. Kindle Edition.
Pictures:
Dewitt, Peter. (2017, June 11). “Vicariously Learning
Experiences. Why aren’t we doing more of those?”
O’Connell, Kristen. (2018, March 6). “Connecting data to
information to knowledge”
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