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Day4 Helping Students... 2009
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Day4 Helping Students... 2009

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Confratute 2009 …

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

Published in: Education, Business

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  • 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success
    Angela M. Housand
    University of North Carolina, Wilmington
    housanda@uncw.edu
    Confratute 2009 at University of Connecticut
    Storrs, CT
  • 2. housanda@uncw.edu
  • 3. 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
  • 4. 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
  • 5. Organizational Strategies
    Keep a “TO DO” List
    Prioritize
    Completion check box
    Deadline driven
    Revised regularly
    My Listy
  • 6.
  • 7. Organizational Strategies
    Notebooks
    Loose Leaf Binders with dividers
    Make a schedule for checking notebooks and stick with it
    Allow students with complete notebooks to work on something they enjoy while others are given time to organize
  • 8. Organizational Strategies
    Modifications for Underachievers
    Allow them to keep a copy of the textbook at home
    Employ learning contracts
    Require the use of an assignment log that is checked daily or weekly (must have due dates!)
    Give positive reinforcement when student successfully self-regulates
  • 9. 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
  • 10.
  • 11.
  • 12. EMPOWER STUDENTS
  • 13.
  • 14. "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
  • 15. Moving Forward
  • 16. www.gifted.uconn.edu/Siegle/
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22. 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)
  • 23. Failure is Part of the Learning Process
  • 24. P
    Thomas Edison
  • 25. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
  • 26. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
  • 27. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    1,093
  • 28. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    1,093
    Light bulb’s Contribution:
    $15,599,000,000
  • 29. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    1,093
    Light bulb’s Contribution:
    $15,599,000,000
    1928
  • 30. All great achievements require time…
    -Maya Angelou
  • 31. P
    Walt Disney
    was fired by a newspaper editor because “he had no good ideas.”
  • 32. P
    Louisa May Alcott
    was told by an editor that she would never write anything popular.
  • 33. 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.
  • 34. Achievement results from work realizing ambition.
    -Adam Ant
  • 35. 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
  • 36. Even highly
    self-regulated students…
  • 37. Even highly
    self-regulated students…
    …need support!
  • 38. Questions?
  • 39. Thank You!