Welcome to this podcast episode in which we will focus on an important topic self-regulated learning. Maybe you know the feeling you imagine to start the next exam in time but in the end it gets short and short and quite stressful. This is where self-regulated learning begins. The insights presented here are based on the established theories and models in this research area. Self-regulated learning means that learners control their learning as independently as possible. They set clear goals plan their approach observe themselves while learning and then draw consequences. So it is about learners taking responsibility for their learning process. This process can be summarized in three phases. The pre-action phase before actual learning, the action phase during learning and the post-action phase afterwards. Let's take a closer look at these three phases. In the pre-action phase, i.e. before actual learning, it is about asking yourself consciously, what do I actually want to achieve and how do I get there? Let's take an example. You know, an exam is scheduled in eight weeks. A self-regulated approach would be to not only plan more but also to plan more precisely. Which contents are relevant for the exam? What can I do? What not yet? When do I have realistic time windows to learn in a week? So things like target setting time planning and the selection of learning strategies are part of this. If you are not sure at this point for example you think I have to start start with a very vague plan. This increases the probability that learning will happen by the wayside and will be slightly suppressed. Now let's come to the action phase, i.e. during learning. Here it is about implementing the pre-made plan. Various components play a role. First, the use of cognitive learning strategies, such as summarizing texts, looking for own examples or using credit cards. Second, the maintenance of attention and motivation. So the question is, do I really stick to the idea or do I let myself be distracted? And third, and this is particularly important, the monitoring, i.e. the self-monitoring. This means asking yourself again and again, do I really understand this right now? Is my processing depth sufficient for what I want to achieve? Does what I am doing still fit my learning goal? A typical mistake in this phase is to simply work off input without checking yourself in between. Ask yourself, can I explain this in my own words now? Can I solve tasks? Self-regulation also means being ready to change tempo or strategy in the middle of the learning process if you notice that something is not working. The third and last phase is the post-action phase in which the reflection is in the center. Here one reflects on questions such as what worked well where did I fail and why? Was it due to lack of knowledge time planning my chosen strategy or perhaps the external conditions? This reflection is not a luxury task but absolutely central to future learning processes. When I notice for example that I have spent a lot of time at the desk but mainly only marked and written down then I can plan other strategies specifically next time such as editing more tasks or writing summaries. It is important to understand that these three phases are not strictly separated drawers. In practice, many of these steps overlap. Nevertheless, this model helps enormously to recognize blind spots. Some learners are for example very strong in the implementation phase they tear a lot down plan but little and hardly reflect. Others in turn are excellent in planning but have difficulties in getting into the implementation or staying on it. For them as future teachers this means that self-regulated learning cannot be easily predicted. Many students are still in the so-called production deficit in terms of strategies and metacognition. That means they do not use helpful strategies spontaneously even if they would profit from it. Therefore it is so important to plan monitor reflect and explicitly themeatize live and practice the individual steps. It is not enough to offer an isolated learning learning day once a year. It is much more effective to install learning strategies and self-regulating elements regularly and specifically in the subject. In the next sessions we will look more closely at which concrete learning strategies there are and how these strategies develop during childhood. For now you can take with you that self-regulated learning begins with a clear goal goes beyond a conscious implementation and does not end with the last point of the task but with an honest and critical review. These three-part structure and the considerations associated with it are central components of the didactic of self-regulated learning. Thank you.