Day1 Helping Students... 2009

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Confratute 2009
Helping Students Get Organized, Set Goals, and Self-Regulate Behavior for Academic Success

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Day1 Helping Students... 2009

  1. 1. Helping Students Achieve Academic Success<br />Angela M. Housand, Ph.D.<br />Confratute2009<br />University of Connecticut<br />
  2. 2. housanda@uncw.edu<br />
  3. 3. Parent Email<br />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.<br />
  4. 4. Parent Email<br />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?<br />
  5. 5. Do you know this student?<br />
  6. 6. Achievement results from work realizing ambition.<br />-Adam Ant<br />
  7. 7.
  8. 8. Objectives for the Week<br />Day 1: Overview of the Achievement-Orientation Model<br />Day 2: Self-Regulation <br />Day 3: Goal Setting<br /> Organizing<br />Day 4: Educator’s Choice<br /> Wrap-up<br />
  9. 9. Defining a strategic process to help students self-regulate enabling them to attain their goals<br />Designed for students who need to formalize processes for achievement<br />Student will be able to infuse skills into coursework or IEP<br />Why This Strand?<br />
  10. 10. Self-efficacy<br />An individual’s personal judgment of his or her own ability to succeed.<br />
  11. 11. Self-efficacy is based on:<br />Past performance<br />Vicarious experiences<br />Verbal persuasion<br />Physiological cues<br />
  12. 12. Self-efficacy influences:<br />What activities we select<br />How much effort we put forth<br />How persistent we are in the face of difficulties<br />The difficulty of the goals we set<br />
  13. 13. Competence…<br />Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors.<br />(Bandura 1986, 1997)<br />
  14. 14. PersonallyMeaningful<br />Tied to Student’s Identity<br />Personally Interesting<br />Integral to the Student’s Vision of the future<br />Viewed as Useful<br />(Eccles & Wigfield) <br />
  15. 15.
  16. 16.
  17. 17. Autonomy<br /> The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.<br />
  18. 18. Influence<br />On a clean sheet of paper, list the past five years vertically (2007, 2006…).<br />Next to each year, list the most important event that occurred in your life during that year.<br />Estimate the percentage of control or influence you had over each event.<br />
  19. 19. Significant Influence<br />When you reflect on your experience, do you find that you had more control then you thought?<br />Student’s may feel that external forces control their life.<br />Modify the exercise:<br />Last five months<br />Last five weeks<br />
  20. 20. Blocks to Feeling in Control<br />Motivated self-deception<br />Denying a state exists to reduce anxiety<br />“What, a test tomorrow? I don’t think so.”<br />Inaccurate verbalization<br />Convinced they feel something the do not<br />“I hate school!”<br />
  21. 21. Blocks to Feeling in Control<br />Accessibility difficulties<br />More processing required to form an attitude, therefore more apt to lose track of what the attitude is<br />“I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”<br />
  22. 22. Student Ownership<br />Require students to own their feelings<br />“I feel angry” vs. “You made me mad”<br />Verbs instead of adjectives to describe feelings<br />“I am successful because I am smart.” vs. “I am successful because I work hard.”<br />
  23. 23. Being in the Moment<br />Can you change the past?<br />What are you doing now that is working? How can you do more of the same?<br />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?<br />
  24. 24. Motivation<br /> Diminished perception of competence (self-efficacy), autonomy (meaningfulness), or control (environmental perception) leads to lower motivation and a decreased willingness to pursue goals and persist in their attainment, thus limiting overall educational growth.<br />
  25. 25. Motivation<br />To be motivated means to be moved to do something<br />
  26. 26. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  27. 27. Internalizing Motivation:External Regulation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  28. 28. Internalizing Motivation:Introjection<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  29. 29. Internalizing Motivation:Identification<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  30. 30. Internalizing Motivation:Integration<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  31. 31. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  32. 32. Self-Regulated Learner<br />Sets realistic expectation<br />and implements appropriate<br />strategies to successfully<br />complete goals.<br />
  33. 33. Self-Regulation<br />Compared with low achieving students, high achievers more frequently: <br />Set specific learning goals<br />Use a variety of learning strategies<br />Self-monitor<br />Adapt their efforts systematically<br />www.gifted.uconn.edu/siegle/selfregulation/section4.html<br />
  34. 34. Results-<br />High levels of task engagement<br />Increased willingness to exert effort to attain desired outcomes<br />Process of learning becomes interesting and has value for the student<br />
  35. 35. Questions?<br />
  36. 36. Tomorrow<br />1. Delve deeper into the concept of <br /> self-regulation<br />2. Strategies for increasing <br /> student self-regulation<br />3. Introduction to cyclical phases<br />
  37. 37. I feel the greatest reward for doing<br />is the opportunity<br />to do more.<br />- Jonas Salk<br />

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