Educate to Self-Regulate

Dr Shyam Barr
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  • تعليم
  • يتم التحديث كل أسبوعين

Welcome to Educate to Self-Regulate, a podcast for educational leaders, teachers, and learners. I’m Dr Shyam Barr, Adjunct Associate Professor at the University of Canberra, joined by my co-host Nidean Dickson, Education Leader at Brigidine College. Together, we unpack educational research and translate it into practical approaches that help students become better learners.

  1. ٣ يونيو

    46. Utility Value Interventions: Practical Strategies for Motivated Classrooms

    In this episode of Educate to Self-Regulate, Nidean Dickson and Dr Shyam Barr explore how task value—understanding the why behind learning—drives both motivation and self-regulation. Drawing on recent research and classroom experience, we unpack why "poor motivation equals poor self-regulation" and offer practical strategies educators can use immediately. In this episode, you'll learn: ✔️ Three actionable task value strategies—"What's My Why," "For Future Me," and cost-benefit analysis—that build internal motivation. ✔️ Why competence beliefs matter: students avoid tasks due to low ability beliefs, not just lack of meaning. Address both to intervene effectively. ✔️ How to design learning so students see skills as lifelong and transferable—the key to genuine engagement. The complexity of motivational beliefs—and how they interact—is what separates surface compliance from genuine self-regulated learning. Master this, and you're creating learners who own their growth. Tune in now on Spotify & Apple Podcasts! Watch the full episode on YouTube. Download "Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention" here. Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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  2. ٤ مايو

    45. Responsive Teaching: Decisions Over Assumptions for Deeper Learning

    In this episode of Educate to Self-Regulate, Nidean Dickson and I (Dr Shyam Barr) celebrate the podcast's milestone 45th episode and dive into Carl Hendrick's UNESCO paper on Responsive Teaching. We share self-regulation stories from busy terms—my reflections from the Thought Leader Series Queensland workshops with Dr Amy Berry, and Nidean's classroom refinements to self-regulated learning (SRL) strategies—and link responsive tactics to real teacher practice amid explicit instruction debates. In this episode, you'll learn: ✔️ How to do Responsive Teaching: Adapt to student evidence with 10 tactics (e.g., prior knowledge checks, retrieval, modeling, feedback). ✔️ Teacher SRL in action: Plan-monitor-evaluate for agency; data over assumptions ("good intentions aren't enough"). ✔️ How to win in the classroom: Nidean's religion lesson—true/false routines, peer feedback ("listen for what you don't have"), "process over product" busts myths. ✔️ Key teaching shifts: Slow down to speed up; "Why this?" for purpose; high support + expectations = lifelong learners. True responsive teaching—decisions over assumptions—creates self-regulated learners who own their growth. Tune in now on Spotify & Apple Podcasts! Watch the full episode on YouTube Dive into Carl Hendrick's Responsive Teaching: https://unesdoc.unesco.org/ark:/48223/pf0000397538 Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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  3. ٦ مارس

    44. Beyond Compliance: The “Sweet Spot” Between Engagement and Self-Regulation

    In this episode of Educate to Self-Regulate, I'm joined by my friend and co-host Nidean Dickson to explore an important question for today’s classrooms: How do we move from thinking routines and good questions to genuine self-regulated learning and authentic engagement? Many classrooms appear engaged on the surface. Students follow routines, raise their hands, and complete tasks. But this visible participation can sometimes become ritual compliance — behaviour that looks productive but lacks cognitive depth. In this episode, you'll learn: ✔️ The difference between compliance and authentic engagement ✔️ Why engagement depends on metacognition, interest, and self-control ✔️ How thinking routines can become transferable learning strategies — and avoid “strategy stripping” by teaching students how and why to use them ✔️ The NEMO-T Framework — Name, Explain, Model, Opportunity, Time for reflection, and Transfer True engagement comes when students can understand and regulate their own learning. Listen on Spotify and Apple podcasts Watch the full episode on YouTube Resources & Mentions Zaretta Hammond and Dr Ron Ritchhart Interview Dr Amy Berry — The Engagement ModelWong et al. (2021) — Predictors of engagement in mathematics  Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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  4. ١١ فبراير

    43. Welcoming 2026: Reflections and Word of Focus

    Hello everyone! Welcome to 2026. In this episode of Educate to Self-Regulate, I’m taking you behind the scenes of my annual reflection process—how I review 2025, set intentional goals for 2026, and even choose one guiding word for the year. In this episode, you’ll learn: ✔️ How to reflect on the past year to gain clarity and insight ✔️ How to set intentional goals that guide your teaching and leadership ✔️ How to choose one guiding word to frame your year and daily actions From carving out clarity amid chaos to turning reflection into daily action, this episode is packed with practical strategies for educators and leaders who want to start the year mentally recharged and intentional. Tune in now on Spotify and Apple Podcasts and discover how to make 2026 your most intentional year yet. Your next-level teaching starts here! Watch the full conversation on YouTube Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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  5. ١٩‏/١٢‏/٢٠٢٥

    42. 2025 in Review: Metacognitive Self-Reflection and SRL Insights

    In this final episode of Educate to Self-Regulate for the year, and my first solo episode, I’m diving into one of the most important phases of self-regulated learning: Metacognitive self-reflection. As we wrap up 2025, I’m unpacking: • Why planning–monitoring–evaluating really matters • How metacognitive prompts can deepen your own learning • Practical tools like PMI, SWOT, and Start–Stop–Continue to guide more meaningful reflection • What this year taught me through the podcast, from AI as a metacognitive partner to Queenwood’s smart study approach, strategy-building in primary classrooms, learning journals, and long-form conversations with researchers • What’s coming in 2026 I’m also sharing two strategies I’m leaning on as we enter the break: ✔️ Show up to rest the same way you show up to training ✔️ Recalibrating meditation as a non-negotiable part of my routine Wherever you are, I hope this episode helps you pause, reflect, and set yourself up for a strong 2026. 🎧 Listen now on Spotify and Apple Podcasts. Watch the full episode on Youtube Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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  6. 41. Inquiry and Self-Regulated Learning — with Kath Murdoch

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    41. Inquiry and Self-Regulated Learning — with Kath Murdoch

    In this special long-form episode of Educate to Self-Regulate: Deep Dive, I sit down with world-renowned inquiry educator Kath Murdoch for a rich and thoughtful conversation about how inquiry approaches can support students' self-regulated learning. Together, we unpack what it means to take an inquiry stance—not just investigating topics, but guiding students to inquire into themselves as learners. We also explore the distinctions (and overlaps) between direct, explicit, and inquiry instruction, and why effective teaching depends on a responsive, flexible repertoire, not any single method. In this episode, you’ll learn: ✔️ How inquiry-based practices naturally strengthen metacognition and self-regulated learning ✔️ Why the “inquiry stance” is foundational for building genuine student agency ✔️ How to strategically blend explicit teaching with inquiry to meet diverse learner needs Kath brings more than 40 years of experience across classrooms, universities, and consultancy—along with her signature clarity, warmth, and wisdom. If you’re an educator curious about the intersection of inquiry and self-regulated learning, this episode will genuinely nourish your thinking. Listen now and discover how inquiry and SRL work together to build the “how to learn” capabilities young people need—especially in an age shaped by AI. Available on Spotify and Apple Podcasts. Watch the full episode on YouTube Connect with Kath on LinkedIn: Kath Murdoch website: kathmurdoch.com.au  Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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    40. The Process Coach Mindset: Why Great Leaders Learn First

    In this episode of Educate to Self-Regulate, I'm joined once again by my friend Nidean Dickson as we unpack the emerging role of the Process Coach, a leader who brings together coaching, expertise, coordination, and a deep commitment to learning. We explore insights from new 2025 research on Professional Learning Communities (PLCs) from the article "Professionalising Schools on Self-Regulated Learning: Roles, Responsibilities and Challenges of Process Coaches" (Frontiers in Education, 2025). In this episode, you'll learn: ✔️ What a Process Coach is and why this role supports SRL across schools ✔️ How leaders can model learning to build trust, agency, and teacher efficacy ✔️ Practical ways to design PLCs that foster real professional growth Listen now and rethink what it means to lead the learning process. Available on Spotify and Apple Podcasts Watch the full episode on Youtube. Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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    39. Find the Front Runner: Shifting Students from Passengers to Active Learners

    In this episode of Educate to Self-Regulate, I'm joined by Rebecca Russell-Saunders (Professional Learning Coach) and Samantha Dowsing (Lead Teacher) from Wesley College to explore how self-regulated learning (SRL) can transform both classrooms and whole-school culture. In this episode, you'll learn: ✔️ The key difference between self-regulated and self-directed learning and why it matters ✔️ Practical strategies like “front runner” modelling, reflective journals, and weekly goal-setting that build agency ✔️ How SRL practices strengthen self-efficacy and peer support, reducing the need for behaviour management ✔️ Ways to align classroom practice with wider frameworks such as Melbourne University’s New Metrics Connect with Beck on LinkedIn: Rebecca Russell-Saunders To connect with Sam, reach out to Beck or Wesley College directly. Watch the full episode now on Youtube or listen to the conversation on Spotify and Apple Podcasts. Remember to subscribe to Educate to Self-Regulate to receive updates on future episodes. Join the @edtoselfreg community as we share our personal and professional experiences, insights, and actionable tips for boosting self-regulated learning for yourself and your students. Love this Episode? Have questions? Share your thoughts with us on Instagram or Twitter: @edtoselfreg

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مشاهدة الكل (٤٦)

حول

Welcome to Educate to Self-Regulate, a podcast for educational leaders, teachers, and learners. I’m Dr Shyam Barr, Adjunct Associate Professor at the University of Canberra, joined by my co-host Nidean Dickson, Education Leader at Brigidine College. Together, we unpack educational research and translate it into practical approaches that help students become better learners.

المعلومات

  • صناع العمل
    Dr Shyam Barr
  • سنوات النشاط
    ٢٠٢٢ - ٢٠٢٦
  • الحلقات
    ٤٦
  • التقييم
    فاضح
  • حقوق النشر
    © 2026 Educate to Self-Regulate
  • موقع البرنامج على الويب
    Educate to Self-Regulate

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