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Confratute Helping Students Self-Regulate

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For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.

For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.

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  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction

Transcript

  • 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success
    Angela M. Housand
    University of North Carolina, Wilmington
    housanda@uncw.edu
    Confratute 2010 at University of Connecticut
    Storrs, CT
  • 2. angelahousand.com
  • 3. Topics for the Week
    Day 1: Overview & Research on
    Learning Environments
    Day 2: Getting Organized
    Day 3: Agents of Learning
    Goal Setting & SRL Strategies
    Day 4: Personal Initiative
    Wrap-up and Closure
  • 4. Create a classroom environment to support student engagement and responsibility in the learning process
    Specific resources and examples for your use and adaptation
    Digital native support to increase students’ self-regulation and organization
    Why This Strand?
  • 5. Parent Email
    My son is so bright that he doesn’t really have to work at understanding his lessons in class, etc., therefore he is very casual about any number of other matters in his life such as being responsible and accountable for his actions. Now after several years of this, he thinks he should get things without the slightest effort on his part.
  • 6. Parent Email
    Although my daughter is in a gifted program, what she is doing doesn’t begin to challenge her. She seems so disinterested in everything. Is there a way to identify the problem? Is she bored, lazy, rebelling, unorganized?
  • 7. Do you know this student?
  • 8. How can we, as educators, help students take personal initiative in the process of learning?
  • 9. How can we help students to be responsible for their learning?
  • 10. How can we give students the power to achieve their potential?
  • 11. Active engagement in the learning process produces increases in academic performance.
    (Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985, 1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)
  • 12. Self-Regulated Learning
    Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.”
    (Zimmerman 1989, p. 329)
  • 13. Self-Regulated Learning
    Multi-faceted construct
    Motivation
    Self-efficacy
    Competence
    Self-regulation of achievement
    (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)
  • 14. Self-Regulated Learners
    Compared with low achieving students, high achievers more frequently:
    Set specific learning goals
    Use a variety of learning strategies
    Self-monitor
    Adapt their efforts systematically
    www.gifted.uconn.edu/siegle/selfregulation/section4.html
  • 15. IndividualFactors
    Personal Effort
    Intrinsic Motivation
    Goal Orientation
    Self-efficacy
    Age
    Gender
    (Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)
  • 16. Gifted students tend to be more self-regulated than their average performing peers.
    Self-Regulated Learners
    (Zimmerman & Martinez-Pons, 1990)
  • 17. Self-Regulated Learners
    There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.
    (Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)
  • 18. Self-Regulated Learners
    This variation may explain why some gifted students become highly productive, contributing members of society and others are in danger of underachievement.
  • 19. A
    lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report.
    – Good & Brophy
  • 20. S
    Quality of Work
    Quality of Work
    Ability
    Effort
    R2 = .66
    R2 = .63
    R2 = .11
    Quality of Work
    Quality of Work
    Effort
    R2 = .52
    Ability
    Teacher Rating of Students
    Student Self-Rating
    (Siegle & McCoach)
  • 21. Having a mastery goal orientation explains a lot of the variation in self-regulated learning
    Goal Orientation
    (Ablard & Lipschultz, 1998)
  • 22. A low performance goal orientation was correlated with low use of self-regulated learning strategies
    Goal Orientation
    (Ablard & Lipschultz, 1998)
  • 23. In other words, if they have low expectations of themselves, they do not engage in the behaviors that lead to success.
    Goal Orientation
    (Ablard & Lipschultz, 1998)
  • 24. PowerfulLearning Environments
  • 25. http://www.21stcenturyskills.org/
  • 26. Learning and Innovation Skills
    Creativity and Innovation
    Critical Thinking and Problem Solving
    Communication and Collaboration
    21st Century Skills
    Learning and Innovation
  • 27. 21st Century Learning Environments
    Creates learning practices, human support, and physical environments that will support the teaching and learning of 21st century skill outcomes.
    Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work).
  • 28. 21st Century Learning Environments
    Supports expanded community and international involvement in learning, both face-to-face and online.
    Allows equitable access to quality learning tools, technologies and resources.
  • 29. 21st Century Learning Environments
    Supports professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice.
    Provides 21st century architectural and interior designs for group, team and individual learning.
  • 30. Person Environment Fit
    Person / Environment fit is the degree to which a person or their personality is compatible with their environment
  • 31. Good Environmental Fit Occurs When:
    A person adjusts to their surroundings
    AND
    Adapts the environment to fit their needs
  • 32. Sternberg’s Theory of Intelligence
    3 Aspects of the Individual:
    The Internal World
    Experience and Past Learning
    External World
  • 33. Sternberg’s Theory of Intelligence
  • 34. Sternberg’s Theory of Intelligence
  • 35. Sternberg’s Theory of Intelligence
  • 36.
  • 37. Students
    Parents
    Varied Experiences
    Teachers
    Administrators
  • 38. School of One
    Tracks student progress
    Combines progress data with students’ learning profiles, needs, and available instructional resources
    Schedules activities for each student
  • 39. School of One
    Instead of preparing whole-class lessons
    Scheduling is individualized
    Each student receives his or her own unique schedule each day
    Focused on skills
  • 40. Individualized Education
  • 41. School of One
  • 42. School of One
  • 43. School of One
  • 44. School of One
  • 45. Research Tells Us…
    When the learning environment provides:
    Opportunities for help-seeking from resources, peers, and teacher (e.g. small group instruction and differentiation)
    Students Engage in Self-Regulated Learning Behaviors
  • 46. Environmental Implications
    Classroom Design
  • 47. Three Categories ofSelf-Regulation Strategies
    Personal:
    How a student organizes and interprets information
    Behavioral
    Actions that a student takes
    Environmental
    Structuring of the physical environment and seeking
  • 48. Personal SR Strategies
    Organizing and transforming information
    Outlining
    Summarizing
    Rearranging materials
    Highlighting
    Flashcards
    Draw pictures, diagrams, charts
    Webs/mapping
  • 49. Personal SR Strategies
    Organizing and transforming information
    Outlining
    Summarizing
    Rearranging materials
    Highlighting
    Flashcards
    Draw pictures, diagrams, charts
    Webs/mapping
  • 50. Organizational Strategies
    The Study Environment
    Create specific place for homework/study
    Location should be distraction-free
    Set aside a specific time
    Daily, regardless of whether there is homework or not
    Supplies and resources available and accessible
  • 51. Organizational Strategies
    Organize Supplies
    Develop a checklist of supplies for home and school
    Students should be involved with list development
    Create a place for supplies
    Help students think about the things they need on a routine basis
  • 52. Organizational Strategies
    Keep a “TO DO” List
    Prioritize
    Completion check box
    Deadline driven
    Revised regularly
    Google Tasks
  • 53. Organizational Strategies
    Notebooks – NO MORE
    Loose Leaf Binders with dividers
    Make a schedule for checking notebooks and stick with it
    Provide time in class!
    Allow students with complete notebooks to work on something they enjoy while others are given time to organize
  • 54. Organizational Strategies
    Notebook in the Cloud
    Diigo
    Google Docs
    Google Calendar
  • 55. Organizational Strategies
    No Need for Modifications!
    Successful for Underachievers
    A copy at home
    Learning contracts with student/teacher/parent
    No Need for Assignment Log
    Instruction time if VALUABLE!
    Less need for positive reinforcement – technology is integrated
  • 56. Honor Diversity of Style
    Help students find an organizational system the fits their “style”
    Encourage them to develop their own systems
    Allow trial and error: Have patience to give system ideas a fair chance
  • 57. Infrastructure
  • 58. Infrastructure
  • 59. Infrastructure
  • 60. Infrastructure
  • 61. Infrastructure
  • 62. Critical Thinking and Problem Solving
    21st Century Skills
    Learning and Innovation
    Use Systems Thinking:
    Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
  • 63. Critical Thinking and Problem Solving
    21st Century Skills
    Learning and Innovation
    Make Judgments & Decisions:
    Reflect critically on learning experiences and processes
  • 64. Personal SR Strategies
    Self-monitoring – Personal
    Communication
    Reflection logs/Journals
    Weekly self-evaluations
    Behavioral
    Personal accomplishment
    Self-assessment checklists and inventories
    Time management
  • 65. Personal SR Strategies
    Self-monitoring – Academic
    Lists of errors made
    Reflection on strategy use
    Self-assessment checklists and inventories
    Recording marks
    Time-on-task analysis
    Podcast or video
    Discussion with teacher
  • 66. Research Tells Us…
    When the learning environment provides:
    Opportunities for students to participate in the processes of goal-setting, tracking progress, and evaluating their own work
    Students Engage in Self-Regulated Learning Behaviors
  • 67. Writing Prompt
    I would like to improve…
    Some people are unhappy with…
    I want to learn more about…
    An idea I would like to try…
    Something I think would really make a difference is…
    Something I would like to change is…
  • 68. Personal SR Strategies
    Goal setting and planning
    Sequencing, timing, and completing
    Time management
    Pacing
  • 69.
  • 70.
  • 71. Goal Setting
    Challenges students to give their efforts a preplanned direction
    Take responsibility for the key events that give form to their experience
    Provides opportunity for reflection
  • 72. Specific
    Measurable
    Attainable
    Realistic
    Time-bound
  • 73. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.
  • 74. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.
    Think:
    Vygotsky & The Zone of Proximal Development
  • 75. Unrealistic Goals
    Goals set by other people
    May be in conflict with student values, beliefs, or desires
    Insufficient Information
    Need realistic understanding of what is being attempted
    Always Expecting Best
    Focus on raising student’s average performance and increasing consistency
  • 76. Insufficient Goals
    Fear of Failure
    Fear prevents risk taking
    Failure is a positive: shows where room for improvement exists
    Taking it “too easy”
    Will not achieve anything of worth
  • 77. The greater danger for most of us
    lies not in setting our aim too high
    and falling short;
    but in setting our aim too low,
    and achieving our mark.
    -Michelangelo
  • 78. What is your personal definition of success?
  • 79. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 80. What Kind of Goal?
    Artistic
    What do you want to create, invent, form, generate, or make?
    Attitude
    Is there any part of the way you behave that upsets you?
  • 81. What Kind of Goal?
    Academic
    What level do you want to reach in school?
    What do you want to accomplish that you have not before?
    Education
    What information and skills will you need to achieve your current goal? Your future goals?
  • 82. What Kind of Goal?
    Family
    How do you want to be seen by your parents or by other members of your family?
    Physical
    Are there any athletic goals you want to achieve?
    Do you want to create habits that lead to lifelong health?
  • 83. Staying the Course
    Periodically review goals and modify to reflect changing priorities and experience
    Involve others in the goal: Inform, discuss, and share
    Engage with successful, motivated people who also set goals
    Create a “Goals Collage”
  • 84. Goal Attainment is not luck, it is work and it takes time.
  • 85. "Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best."
    -Theodore Isaac Rubin
  • 86. Attainment
    Measure and take pride in the achievement of goals
    Demonstrates forward progress
    Celebrate and enjoy the satisfaction of achievement
    Set a new goal
  • 87. Goal Setting Plan(Based on Heacox, 1991)
    1. What is one area of your class performance that you really want to improve? (This is your long term goal. It may take you several weeks, months, or even a whole school year to improve this goal.)
    This goal is important to me because:
    2. What is one thing that you can do NOW to help you reach your long-term goal? (This is your short-term goal. You should be able to accomplish this goal in 2-4 weeks.)
    3. What steps do you need to reach your short-term goal?
    4. What things or people might keep you from reaching your goal? These are your obstacles.
    5. What can you do to get around your obstacles? These are your solutions.
    7. What special materials or help do you need to reach your goal? These are your resources.
    8. How will you reward yourself when you achieve your goal? These are your incentives.
    9. How and when will you check on your progress toward your goal? Who will help you to check on your progress?
    Checkpoint 1 Date: ____________________________________________________
    Checkpoint 2 Date: ____________________________________________________  
        I am committed to working toward achieving my short term goal.
    Student's signature: Today's date:
    Witness (Teacher's) signature:
  • 88. What school related goals would you like to work toward during the next grading period?
    a.
    b.
    c.
    During this school year?
    a.
    b.
    After high school?
    a.
    b.
    What personal goals would you like to achieve in the next six months?
    a.
    b.
    c.
    Within the next year or two?
    a.
    b.
    How do you expect to achieve these goals?
    a.
    b.
    c.
    a.
    b.
    a.
    b.
    How do you hope to achieve these goals?
    a.
    b.
    c.
    a.
    b.
    Goal Setting or…
    WHERE DO YOU WANT TO GO
    AND
    HOW DO YOU PLAN TO GET THERE?
    From Motivating Achievers, Carolyn Coil, Pieces of Learning
  • 89. Goalforit.com
  • 90. Planning and Self-Monitoring
    What skills do I need to achieve this?
    What help or assistance do I need?
    What resources do I need?
    What can block progress?
    Am I on task or am I being distracted?
  • 91.
  • 92.
  • 93.
  • 94. Personal SR Strategies
    Keeping records
    Note-taking
    Recording marks
    Portfolio
    Drafts of assignments
  • 95.
  • 96. Self-Reflection
    • Did I accomplish what I planned to do?
    • 97. Was I distracted and how did I get back to work?
    • 98. Did I plan enough time or did it take longer than I thought?
    • 99. In which situation did I accomplish the most work?
  • Student keeping a record
    Student tracking progress
    Student assessment of goal attainment
    Higher order thinking & metacognitive strategy use
  • 100. Student reflection on reading
    Student participation in assessment and review
    Explicit strategy instruction
    Purpose for reading and goal setting
    Efficacy building via specific feedback
  • 101. Competence…
    The state or quality of being adequately or well qualified.
    The ability to be successful.
  • 102. Autonomy
    The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
  • 103. The Program
    Elementary – 5th Grade
    Enrichment pull-out program
    Environmental science focus
    Coastal region
    Nearby lake and stream
  • 104. 10 Fifth Grade Students
  • Complete Autonomy to:
    • Engage in high-level content and real world learning focused on local, regional, and global contexts
    • 114. Research and critically examine the impacts of regional growth on complex ecosystems
  • Complete Autonomy to:
    • Apply skills of leadership, responsibility, productivity, and self-direction to achieve self-determined goals
    • 115. Communicate and collaborate via the Internet with students from Norway
  • The Instructor
    PhD in Gifted Education
    In depth knowledge of:
    Dynamic learning communities
    Curriculum for gifted and talented
    Environmental science
  • 116. Connection to Norway
    Gifted students
    Advanced contact and planning between instructors
    Surrounded by similar water bodies
    Different climate
  • 117. The Researcher
    27 visits
    February through June
    Exploratory study looking for emerging themes
    Non-participatory
    Non-instructional
  • 118. What happened?
  • 119. Major Finding
    Difficulty accessing technology
    Insufficient access to the internet
    Too few computers in classroom
    Inadequate computer hardware and software
    iPhone used to circumvent school firewall
  • 120.
  • 121. Inadequate technology may have contributed to the failure of effectively creating a dynamic learning community with students’ in Norway.
  • 122. Technology Should...
    Enable NOT Disable
  • 123. Think Mobility
  • 124.
  • 125. One
    Laptop per
    Child
  • 126. (Eduventures)
  • 127. Major Finding
    Differentiated Instruction
    Instruction varied by learning style, process, and product
    Almost no whole group instruction
    Student groups were self-selected
    Increased student engagement when products and processes were authentic
  • 128. Personal Initiative
  • 129. Autonomy
    The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
  • 130. Major Finding
    Self-advocacy and Self-promotion
    Certain students emerged as leaders
    Lead to distractions
    Impacted access to technology and tools
    Impacted opportunities to contribute
    Impacted group assignment
  • 131. Equal Opportunity
    • Be systematic
    • 132. Encourage shy/quiet students
    • 133. Provide opportunities for written responses or idea generation
    • 134. Provide different kinds of leadership roles
  • Research Tells Us…
    When the learning environment provides:
    Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks
    Students Engage in Self-Regulated Learning Behaviors
  • 135. Volitional Control
    • Set clear expectations in advance
    • 136. Provide reminders
    • 137. Bring students attention to their behavior when they lose self-regulation
  • Complex Tasks
  • Your Classroom
    • Keep it organized
    • 143. Have students be responsible for cleaning up after themselves
    • 144. Elect student for organizational management
  • Model the Behaviors You Want to See
    Organization
    Metacogntive Awareness
    Goal Setting
    Self-Reflection
  • 145. Teachers Make the Difference!
  • 146. Blocks to Feeling in Control
    Motivated self-deception
    Denying a state exists to reduce anxiety
    “Oh, that is not due until next week.”
    A month long project
    Inaccurate verbalization
    Convinced they feel something the do not
    “I hate school!”
  • 147. Blocks to Feeling in Control
    Accessibility difficulties
    More processing required to form an attitude, more apt to lose track of what the attitude is
    “I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”
  • 148. Student Ownership
    Require students to own their feelings
    “I feel angry” vs. “You made me mad”
    Verbs instead of adjectives to describe feelings
    “I am successful because I am smart.” vs. “I am successful because I work hard.”
  • 149. Being in the Moment
    Can you change the past?
    What are you doing now that is working? How can you do more of the same?
    When you had a problem like this one before, what good solutions did you work out? Or Have you ever helped someone with a problem like this before?
  • 150. Influence
    On a clean sheet of paper, list the past five years vertically (2007, 2006…).
    Next to each year, list the most important event that occurred in your life during that year.
    Estimate the percentage of control or influence you had over each event.
  • 151. Significant Influence
    When you reflect on your experience, do you find that you had more control than you thought?
    Students may feel that external forces control their lives.
    Modify the exercise:
    Last five months
    Last five weeks
  • 152. Self-Efficacy
    An individual’s personal judgment of his or her own ability to succeed.
  • 153. Self-efficacy influences:
    What activities we select
    How much effort we put forth
    How persistent we are in the face of difficulties
    The difficulty of the goals we set
  • 154. Increasing Self-efficacy
    Past performance
    Vicarious experiences (observing others perform)
    Verbal persuasion 
    Physiological cues
  • 155.
  • 156. EMPOWER STUDENTS
  • 157. Research Tells Us…
    When the learning environment provides:
    Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural
    Students Engage in Self-Regulated Learning Behaviors
  • 158. “From the standpoint of the child…he is unable to apply in daily life what he is learning at school. That is the isolation of the school - its isolation from life.”
    John Dewey
  • 159. How does one engagestudents authentically?
    Present students with real-world challenges that require them to apply their relevant skills and knowledge.
  • 160. How does one engagestudents authentically?
    Have students engage problems in the same ways that professionals in the associated fields do.
  • 161. Facilitating Authentic Investigation
    Assess, Find, or Create Student Interests
    Conduct Interviews to Determine Interest Strengths
    Problem Finding and Focusing
    Formulate a Written Plan
  • 162. Facilitating Authentic Investigation
    Work with Students to Locate Resources
    Provide Methodological Assistance (Like the Pros)
    Help Students Choose a Question
    Offer Managerial Expertise
  • 163. Facilitating Authentic Investigation
    Identify Final Products and Audiences
    Offer Encouragement, Praise, and Constructive Criticism
    Escalate the Process
    Evaluate
  • 164. Research Tells Us…
    When the learning environment provides:
    Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural
    Students Engage in Self-Regulated Learning Behaviors
  • 165. Complex Tasks
    • Students responsible for classroom
    • 166. Cleaning / Organizing
    • 167. Classroom set-up
    • 168. Jobs that extend over time
    • 169. Jobs rotate less frequently
    • 170. Choice of jobs
    • 171. Decision-making within job
  • Complex Tasks
  • Cyclical and Ongoing
  • 177. What will I need to work on my project?
    Where will I work?
    Who will I work with?
    What might hinder my process?
  • 178. Am I accomplishing what I planned?
    Is this taking longer than I thought?
    Am I on task or am I being distracted?
  • 179. Did I accomplish what I planned to do?
    Was I distracted and how did I get back to work?
    Did I plan enough time or did it take longer than I thought?
    In which situation did I accomplish the most work?
  • 180. Critical Thinking and Problem Solving
    21st Century Skills
    Learning and Innovation
    Solve Problems:
    Identify and ask significant questions that clarify various points of view and lead to better solutions
    Solve different kinds of non-familiar problems in both conventional and innovative ways
  • 181. Problem Solving
    Is able to identify the problem
    Different or unique approaches to a challenge
    Does not stop with one answer
    Thinks for self -- not swayed by opinion or answers of others
    Identifies extraneous or missing information
    Relates other information and experience to the problem
  • 182.                       
    PROBLEM SOLVING FOR GOAL SETTING
    AND DECISION MAKING
    Step 1: State the problem.
    Step 2: With at least one other person, brainstorm possible solutions to the problem. Remember, in brainstorming all ideas are accepted!
    IDEAS
    1.
    2.
    3.
    4.
    5.
    6.
    7.
    8.
    Step 3: Now write some positive points and some negative points about the ideas listed. In your list of ideas (above) put + for each positive idea and – for each negative idea.
    Step 4: In the space below, write down the ideas you will try and when you will try them.
    IDEA TIME LINE
    From Motivating Achievers, Carolyn Coil, Pieces of Learning
  • 183. Communication and Collaboration
    21st Century Skills
    Learning and Innovation
    Collaborate with Others:
    Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
    Assuming shared responsibility for collaborative work
  • 184. Creativity and Innovation
    21st Century Skills
    Learning and Innovation
    Think Creatively:
    Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
  • 185. Creativity and Innovation
    21st Century Skills
    Learning and Innovation
    Work Creatively with Others:
    View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
  • 186. I
    nterests
    C
    hoices
    E
    xplorations
  • 187. Classroom Opportunities for Self-Regulated Learning
    Group Projects
    Buddy Reading
    Literature Circles
    Investigation Centers
    Independent Projects
    Renzulli Learning
  • 188. Independent Projects
    Ask the question:
    Will you be able to stay interested in this topic for an extended period of time?
  • 189. The first requisite
    of success is the
    ability to apply your
    physical and mental
    energies to one
    problem without
    growing weary.
    -Thomas Edison
  • 190. Independent Projects
    Website Resources:
    http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html
  • 191. Independent Projects
    Website Resources
    Management Plan
  • 192.
  • 193. Independent Projects
    Website Resources
    Wizard Project Maker
  • 194. Timeline:
    Project Description:
    What do you hope to find out or learn?
  • 197. Intended Project(s):
    • In what ways will you share your work?
    • 198. How, when, and where will you share and communicate the results of your project with other people?
    What Format Will Your Project Take?
    What will your product be?
  • 199.
  • 200. Getting Started:
    What skills, resources and materials will I need?
    Who is the intended audience?
  • 201. Environmental Implications
    Transforming Learners
  • 202. You must do the thing you think you cannot do.
    -Eleanor Roosevelt
  • 203. You Know its Working When…
    Most students start to work without any reminders beyond the initial directions.
    The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.
  • 204. You Know its Working When…
    The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development.
    The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities.
  • 205. You Know its Working When…
    Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3.
    The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources.
  • 206. PowerfulLearning and Teaching
  • 207. Research Tells Us…
    When the learning environment provides:
    Explicit strategy instruction, both domain specific and metacognitive strategy instruction
    Students Engage in Self-Regulated Learning Behaviors
  • 208. Strategy Instruction
    • Ask open-ended questions
    • 209. Wait for the answer
    • 210. Be explicit in strategy instruction
    • 211. Domain specific
    • 212. Self-regulated learning
    • 213. Higher order thinking!
  • Open Ended Questions: A Resource
  • 214. SEM-R Bookmarks
  • 215. Creativity and Innovation
    21st Century Skills
    Learning and Innovation
    Implement Innovations:
    Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
  • 216.
  • 217. Henegar 2005
  • 218. Agents of Learning
  • 219. Research Tells Us…
    When the learning environment provides:
    Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks
    Students Engage in Self-Regulated Learning Behaviors
  • 220. Volitional Control
    • Set clear expectations in advance
    • 221. Provide reminders
    • 222. Bring students attention to their behavior when they lose self-regulation
  • Volitional Control
    • Classroom structures that provide access to materials
    • 223. Systems for recurring activities
    • 224. Restroom / Drink
    • 225. Library
    • 226. Opportunities for monitoring behavior
  • SEM-R
    Three Phase Reading Enrichment Program
    Extension of Joe Renzulli and Sally Reis’ Schoolwide Enrichment Model
    Designed to promote enjoyment of reading and increase self-regulation in reading
  • 227.
  • 228. Ground Rules for SIR
    You must have a book to read
    If you aren’t enjoying a book and have given it a fair chance, ask the teacher to help you choose a new one.
    Remain in your reading area during SIR
    Only reading is happening
    Minimal quiet talking
    Do your best reading the whole time
  • 229.
  • 230.
  • 231.
  • 232.
  • 233.
  • 234.
  • 235. Behavioral SR Strategies
    Self-evaluating
    What does the teacher want me to do?
    What do I want out of it?
    What did I learn today?
    What did I do well?
    What am I confused about?
    What do I need to get help with?
    What do I still need to do?
  • 236. McCoach Goals Worksheet
    Directions:
    Please complete all of the following sentences regarding the class that you are focusing on for this program.  There are no right or wrong answers.  Put down the first idea that comes into your head.  When you are done, give this form back to your teacher/counselor.  
    When I try hard in this class, it's because _________________________.
    I would spend more time on my schoolwork if  _________________________. 
    If I do poorly in this class, then  ___________________________________. 
    When I don't try hard in this class, it's because  ____________________. 
    I would rather do ___________________ than do my work for this class. 
    Doing well in this class will help me to  ________________________. 
    Doing poorly in this class will keep me from  ________________________. 
    This class is important because  ________________________________. 
    The most interesting thing that I learned this year is _______________________. 
    The thing that I am most interested in learning more about is  ________________. 
    The most interesting thing that I learned in _______ class is _________________. 
    I feel best about myself when  _______________________________________. 
    I feel worst about myself when  _____________________________________. 
    I am most proud of  _____________________________________________. 
    I wish that I could  ______________________________________________. 
    When I grow up, I want to  ________________________________________.
    I really value ___________________________________________________.
    Note: The goal valuations interventions are based on the work of D. Betsy McCoach.
  • 237. Behavioral SR Strategies
    Self-consequating
    Treats to motivate (Self-reinforcement)
    Delay of gratification
    Arranging or imagining punishment
  • 238.
  • 239.
  • 240.
  • 241. Motivation
    To be motivated means to be moved to do something
  • 242. Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 243. Internalizing Motivation:External Regulation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 244. Internalizing Motivation:Introjection
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 245. Internalizing Motivation:Identification
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 246. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 247. Internalizing Motivation:Integration
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 248. Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 249. Moving Forward
  • 250. www.gifted.uconn.edu/Siegle/
  • 251.
  • 252.
  • 253.
  • 254.
  • 255.
  • 256. Encourage Risk Taking
    Resilience
    Perseverance
    (Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)
  • 257. Failure is Part of the Learning Process
  • 258. P
    Thomas Edison
  • 259. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
  • 260. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
  • 261. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    Priceless
  • 262. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    1,093
  • 263. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    Priceless
    1,093
  • 264. All great achievements require time…
    -Maya Angelou
  • 265. P
    Walt Disney
    was fired by a newspaper editor because “he had no good ideas.”
  • 266. P
    Louisa May Alcott
    was told by an editor that she would never write anything popular.
  • 267. P
    Louisa May Alcott
    was told by an editor that she would never write anything popular.
    Little Women
    is considered one of the the best American children’s books of the past 200 years.
  • 268. Achievement results from work realizing ambition.
    -Adam Ant
  • 269. Results-
    High levels of task engagement
    Increased willingness to exert effort to attain desired outcomes
    Process of learning becomes interesting and has value for the student
  • 270. Even highly
    self-regulated students…
  • 271. Even highly
    self-regulated students…
    …need support!
  • 272. Questions?
  • 273. Thank You!