Cognitive Modeling: Lessons Learned From Self-Regulated Strategy Development

• In Event: 31.086 - Cognitive, Social, and Motivational Processes Involving Modeling: A Means of Effective Self-Regulatory Instruction and Learning

Abstract

In this presentation, we explicate the critical role and components of cognitive modeling in Self-Regulated Strategy Development (SRSD). SRSD has been deemed an evidence based practice by four independent groups (cf. Baker et al., 2009); Graham & Perin, 2007; National Center for Response to Intervention, 2011; What Works Clearinghouse, 2012). Over 100 studies of SRSD have been conducted across grades 1 to 12 (Graham, Harris, & McKeown, in press). SRSD is an effective method for teaching writing strategies to students who represent the full range of writing ability in a typical class and with students with writing disabilities. SRSD development and research has taken a stance that can be referred to as theoretical pragmatism or theoretical pluralism; multiple theoretical and empirical works have contributed to its evolution. Cognitive-behavioral, social-cognitive, and sociocultural theories provided critical contributions to the cognitive modeling practices embedded in SRSD.

The SRSD approach to strategies instruction views learning as a complex process that relies on changes in learners’ skills, abilities, self-regulation, strategic knowledge, domain-specific knowledge and abilities, and motivation. SRSD instruction includes explicit, interactive learning of powerful strategies for writing both across and within genres, the knowledge needed to use these strategies, and strategies for self-regulating use of these writing strategies throughout the writing process (e.g., goal setting, self-assessment, self-instructions, and self-reinforcement). Equally important, SRSD purposively develops self-efficacy for writing, attributions to strategy knowledge and effort, and motivation for writing. Instruction takes place across six flexible, recursive, and highly interactive stages with gradual release of responsibility for writing to students (Harris et al., 2009). Cognitive modeling in SRSD involves interaction and collaboration between teachers and students, with teacher modeling explicitly focused on affecting: planning, drafting, and revising for a writing task using powerful writing strategies; self-regulation of the writing process through goal-setting, self-instructions, self-assessment, and self-reinforcement; development of self-efficacy and motivation for writing; development of attributions to strategy knowledge; and effort and generalization of performance across settings and near writing tasks.

We believe that cognitive modeling as operationalized in SRSD is strongly representative of the social cognitive view of modeling as a teaching technique and of modeling as a key means of developing self-regulation. However, we will also emphasize the role and contribution of other components and characteristics (based on additional theories) of SRSD instruction that further play a key role in developing self-regulation. We will summarize research that indicates that explicit self-regulation by students during SRSD leads to greater student outcomes across writing measures (cf. Sawyer, Graham, & Harris, 1992), and encourage others to look at multiple components in intervention that can come together with modeling to more strongly influence the development of self-regulation.

Authors

• Karen R. Harris, Arizona State University

• Debra McKeown, Georgia State University