Middle School Student Voices on a Learning How to Learn Course: A Case Study (Poster 14)

• In Event: AERA Poster Session 11
  In Poster Session: Investigations Into Self-Regulation of Learning and Related Constructs (San Diego)

Abstract

The present case study explored how middle school students perceived the function and utility of a learning “how to learn course”, referred to as “innovation hour”. This course was grounded on several theoretical approaches such as growth mindset, deep learning, self-regulation shown to be effective in developing curious, independent learners. Fifteen students (N=15) from a rural school were recruited to participate in focus groups to provide their insights on innovation hour. Findings showed that students reported that teachers played an important role in cultivating a learning environment that promoted the development of self-regulatory functioning. Students found the course particularly useful in fostering self-regulation, motivation, and social-emotional learning. Implications for practice and future research are discussed.

Authors

• Anastasia Kitsantas, George Mason University

• Shannon King, George Mason University

• Beth Hosek

• Roy Echeverria

• Jerry Putt

• Sahar Wahidi, George Mason University