Jeltsen Peeters
May 2

How giving instructions to yourself may help you learn.


Edited: May 2


One very effective strategy you can use during a task, is giving yourself instructions.

We often do that in our mind without even realizing it. Asking students to verbalize their self-instructions, or to put them on paper helps both your students and you!


Students will become more aware of their own self-instructions and will get a chance to see how these thoughts are helping or perhaps obstructing them.

As a teacher, it is an opportunity to observe a self-regulation strategy that usually takes place in students' heads. It offers the opportunity to help students formulate instructions that help them towards their goals. By having them talk about their self-instructions with their peers, they might even learn new phrases they can tell themselves.


Wondering how you can apply this in the classroom? Have a look at how this science teacher helped her 6th grade students (age 11-12) put common self-instructions on paper in a very creative and effective way. The teacher was learning about self-regulation and self-instruction through the tMAIL mobile application. This mobile course suggested using an imaginary creature/animal like a chicken to encourage self-instructions. This class actually had a real chicken in the classroom (Corrie), so the teacher asked them what instructions they would give Corrie if the chicken wanted to learn everything about the cereals and earn a diploma. The teacher reported that some of the students told her that they should say to Corrie the same instructions they themselves use to concentrate, study and learn something.


Have a look at some students' tips for Corrie the chicken:








Source: tMAIL Pilot Report




New Posts
  • Silke Beerens
    Jun 8

    What? Self-reflection means that students react to their assessment of the study results with certain feelings and thoughts. Self-satisfaction means that students assess their performance after completing a task. By motivating the students, they are motivated to continue and this has a positive influence on future attempts to learn something. How? I found the example below in our teacher's room last week. The original goal was for the teacher to assess a guided process of the Centre's Support Network in an original way. I thought that this method of evaluation also works for learners. The picture shows four different questions for the learner, linked to a candy: 1. This will certainly stick! - I'll take some of this with me. 2. Here I draw faces. - I didn't like these things. 3. A big leap forward. - I found this really useful. After putting an answer into words, you take the candy. Who? The above differentiation techniques can be used for each learner. #selfreflection #selfsatisfaction
  • Silke Beerens
    Jun 8

    What? Within the execution phase, it is important for both the instructor and the learner to set up the learning environment. The self-regulating learner must maintain concentration and interest while learning. Setting up a learning environment translates into creating an environment with less disturbing stimuli, elements that support the learning process. How? During the processing process many learners experience both internal and external disturbances. For both factors, there are numerous tools available, so that the learner can work in a differentiated way. - It is not always easy for a child to sit still in one place for a long period of time. For this reason, noise causes an internal disturbance factor in itself and an external disturbance factor for his peers. An elastic band between the legs of their table provides the necessary distraction. A child can wiggle, stretch his legs or put his feet on them. - Within individual assignments it is not easy to concentrate as a student. External noises can be avoided by wearing hearing-protected headphones. - The third and final example is a shield (through folders, wooden panels, ...) that aims to reduce the number of distracting stimuli. Who? The above differentiation techniques can be used for each learner, adapted to his/her age. #learningenvironmentdesign
  • Silke Beerens
    Jun 3

    What? Result expectations are the belief about the probability with which a task will succeed. It is important that students set the right goals for themselves. In addition, the instructor in charge can be a motivator to help improve students' outcome expectations by emphasizing learning and individual progress in the classroom. If a learning ring, learns that 'success' means that he/she has improved, then the learner will have higher outcome expectations than a learner who compares him/herself to the best learners in the class. How? Based on the above theory, a teacher created a document in which the pupils first and foremost set their own goals and thus articulate their expectations for results. In this way the teacher emphasizes that commitment is important to achieve something. The students themselves can divide 50 points, so that after realizing each goal they will experience a successful experience. Who? The document is suitable for pupils in the first grade of primary education. #expectationsofresults

This project has been funded with support from the European Commission.

This Website [Communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Project No: 2017-1-BE02-KA201-034791

© Copyright 2017-2020 SLIDEshow Project

  • White Facebook Icon
  • White Twitter Icon
  • White Instagram Icon
  • White YouTube Icon

© 2018 Powered By Vassilis Economou