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

1. Helping Students Achieve Academic Success Angela M. Housand, Ph.D. Ahousand@gmail.com Confratute 2008 University of Connecticut

2. Students who are self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process”. (Zimmerman, 1989, p. 329)

3. 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)

4. How can we, as educators, help students take personal initiative in the process of learning?

5. How can we shift the responsibility of learning to students?

6. How can we help students achieve their potential?

7. 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

8. Self-Regulation Learners with high levels of self-regulation have good control over the attainment of their goals.

9. 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)

10. Gifted students tend to be more self-regulated than their average performing peers. Self-Regulated Learners (Zimmerman & Martinez-Pons, 1990)

11. 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)

12. 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.

13. 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)

14. Self-Regulated Learning Self-regulation of behavior Control of resources and environment Self-regulation of motivation and affect Control of motivational beliefs Self-regulation of cognition Control of various cognitive strategies for learning Zimmerman (1989)

15. Cyclical and Ongoing

16. When will I start? Where will I work? How will I get started? What will help me? What might hinder me?

17. Am I accomplishing what I planned to do? Am I being distracted? Is this taking more time than I thought? Am I in a setting where I can accomplish the most? How can I encourage myself to keep working?

18. 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?

19. The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison

20. http://www.21stcenturyskills.org/

21. 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

22. Personal SR Strategies Organizing and transforming information Outlining Summarizing Rearranging materials Highlighting Flashcards Draw pictures, diagrams, charts Webs/mapping

23. Personal SR Strategies Goal setting and planning Sequencing, timing, and completing Time management Pacing

24. Personal SR Strategies Keeping records Note-taking Recording marks Portfolio Drafts of assignments

25. Personal SR Strategies Self-monitoring Lists of errors made Reflection logs/Journals Weekly self-evaluations Self-assessment checklists and inventories Recording marks Time-on-task analysis Podcast or video Discussion with teacher

26. Personal SR Strategies Rehearsing and memorizing Mnemonic devices Teaching someone else the material Making sample questions Visualization Repetition Rhyming / Rapping Create Categories

27. 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?

28. Behavioral SR Strategies Self-consequating Treats to motivate (Self-reinforcement) Delay of gratification Arranging or imagining punishment

29. Environmental SR Strategies Environmental structuring Selecting or arranging the physical setting Isolating; Eliminating or minimizing distractions Short and frequent study

30. Environmental SR Strategies Seeking information Library resources Internet resources Reviewing cards Rereading records, tests, textbooks

31. Environmental SR Strategies Seeking assistance From peers From teachers or other adults Emulating exemplary models

32. Environmental Influences Opportunities for help seeking Provision of complex tasks Explicit strategy instruction Choice in and control over activities Student participation in evaluation (Boekaerts & Corno, 2005; DeCorte, Verschaffel, & DeVen, 2001; Folkesson & Swalander, 2007; Hadwin et. al., 2001; Perry, 1998; Perry, Hutchinson, & Thauberger, 2007; Perry, Norby, & VandeKamp, 2003; Perry, Phillips, & Dowler, 2004; Turner, 1995)

33. Research Tells Us… When the learning environment provides: Opportunities for help-seeking from resources, peers, and teacher Students Engage in Self-Regulated Learning Behaviors

35. Classroom Strategies Suns and Clouds Provide materials Post-its Resources (computer, access to media) Opportunities to regain focus: Personal timer (10 minutes) Get up, get a drink, stretch

36. 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

38. Cleaning / Organizing

39. Classroom set-up

40. Jobs that extend over time

41. Jobs rotate less frequently

42. Choice of jobs

44. During the process

45. For completion

46. Require student reflection

47. Progress

49. Classroom Opportunities for Providing Complex Tasks Group Projects Independent Projects Open-ended Questioning Investigation Centers Learning Contracts Activity Menus

50. Independent Projects Ask the question: Will you be able to stay interested in this topic for an extended period of time?

51. The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison

52. Independent Projects Project Ideas on the Web: http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html

53. Independent Projects Planning Templates by Googling: Management Plan Wizard Project Maker

56. Completion Date

57. Progress Report DatesProject Description: What do you hope to find out or learn?

59. 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?

60. Getting Started: What skills, resources and materials will I need? Who is the intended audience?

61. Identifying a Variety of Expression Styles

63. You Know its Working When… Most students can start to work without any reminders beyond the initial directions. Verbal guidance or environmental reminders of self-regulation strategies is not needed.

64. You Know its Working When… The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development. The activity choices offered include open-ended options to extend the challenge of previous activities.

65. You Know its Working When… Most students demonstrate visible enthusiasm and task commitment for their chosen activity. The physical arrangement, organization, and access to resources in the environment enhances activity outcomes.

66. Open Ended Questioning: A Resource

67. SEM-R Bookmarks

68. 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

69. Domain Explicit Strategies Reading Strategies as an example

70. Strategies vs. Skillsin Reading Reading skills = instruction in the following: Word identification Fluency Vocabulary Comprehension Study skills Reading strategies = process where the reader interacts with the text to create meaning Coiro, 1998

71. Comprehension StrategiesBefore, During, and After Reading Determining Importance Making Connections Questioning Metacognition Making Inferences Visualizing Summarizing Paris, 2004

72. Metacognitive Strategy Instruction Self-Regulation Strategies as an Example

73. Strategies vs. Skills Self-regulation skills = instruction in the following: Eliminating distractions Note Taking Outlining Webs/Mapping Categorization Self-regulation strategies = process where individual takes initiative and responsibility for her own success

74. Self-Regulation Strategies Organizing Goal Setting / Planning Record Keeping Self-Monitoring Self-Evaluating Self-Consequating Seeking Assistance

75. 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

77. Provide reminders

79. Systems for recurring activities

80. Restroom / Drink

81. Library

84. 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

87. Student keeping a record Student tracking progress Student assessment of goal attainment Higher order thinking & metacognitive strategy use

88. Student reflection on reading Student participation in assessment and review Explicit strategy instruction Purpose for reading and goal setting Efficacy building via specific feedback

89. Research Tells Us… When the learning environment provides: Opportunities for students participate in the process of evaluating their own work. Students Engage in Self-Regulated Learning Behaviors

91. Henegar 2005

92. A Teacher How-to Guide learners’ self-beliefs, goal setting, and expectations Help students frame information in a positive manner Provide specific cues

93. A Teacher How-to Promote reflective dialogue Modeling (e.g. think aloud) Student practice Group discussions

94. A Teacher How-to Provide corrective feedback Performance standards must be clear and perceived as attainable Focus feedback on the process of learning rather than on the student

95. A Teacher How-to Help learners link new experiences to prior learning Use experiential learning activities Focus on application of knowledge in broader context Integrate professional examples with classroom information

96. Agents of Learning

97. 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.

101. Self-Regulation The goal is to teach students a self-regulatory process to reach goals and aspirations. This involves breaking down goal attainment processes into teachable component parts.

102. Questions?

103. 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

109. Questions?