User Story 2

<Self Estimation>

As a learner, I can decide whether I want to work A.independently, B.coached or C. on the basis of instruction for an activity group or a single activity, so I can choose the learning method that suits my individual needs and preferences and achieve my educational goals effectively.

As a teacher, I can consult my learner's assessment data in a clear manner so that I can tailor my class organisation & efforts to the students choises on A, B & C. I can also customise what A. B & C means in my classroom so I can create my own learning design

Unlocking the Power of Task Understanding for Students

Self-regulated learning (SRL) is about empowering students to take control of their own learning journey. A key aspect of SRL is understanding the task at hand – what is expected of them, why it's important, and how it fits into the larger picture. Unfortunately, traditional classrooms often don't provide students with the tools they need to fully understand the tasks they are expected to complete. 

Enter <self estimation> – a rule of play that gives students the a a path or flow in tapping in to the resources they need to effectively understand the tasks they are working on. Let's take a look at a student named Lily and her science teacher, Mr. Johnson. 

Lily has always struggled with science, not understanding the tasks she is assigned and feeling unmotivated to complete them. That is, until Mr. Johnson introduced the idea of <self estimation>. By providing clear choises information about each set of task on how the instructions can be consumed (for example: teachers instruction, text, video) Lily felt responsible for making the right choise.This not only helped her understand the tasks better, but it also gave her a sense of control and ownership over her own learning. As she made progress and saw the results of her efforts, her confidence and motivation grew. She was now able to self-regulate her own learning journey, finding the method that worked best for her and using her own resources to support her progress. 

Mr. Johnson was also thrilled with the impact of <self estimation>. He was able to use Lily's assessment data to better understand her learning style and tailor his teaching methods to meet her needs. This helped Lily to stay motivated and focused on her curriculum goals. 

This story illustrates that <self estimation> promotes self-regulated learning, helping students like Lily to take control of their own education. By providing students with the tools and resources they need to fully understand the tasks at hand, they are able to engage in a more meaningful and productive learning experience.

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