Helping Students Get Organized & Self-Regulate Behavior for 21st Century Success<br />Angela M. Housand, Ph. D.<br />Unive...
&<br />angelahousand.com<br />
The 21st Century<br />
What constitutes success in the 21st Century?<br />
http://www.21stcenturyskills.org/<br />
Learning and Innovation Skills<br />Creativity & Innovation<br />Critical Thinking & Problem Solving<br />Communication <b...
Life and Career Skills<br />Flexibility & Adaptability<br />Initiative & Self-Direction<br />Social & Cross Cultural Skill...
Information, Media, & Tech. Skills<br />Information Literacy<br />Media Literacy<br />Information, Communications, & Techn...
How can we, as educators, help students take personal initiative in the process of learning?<br />
How can we help students take responsibility for their own learning?<br />
How can we help students achieve their potential?<br />
Self-Regulated Learning<br />	Students are self-regulated when they are, “metacognatively, motivationally, and behaviorall...
Active engagement in the learning process produces increases in academic performance.<br />(Ablard & Lipschultz, 1998; Ame...
Self-Regulated Learning<br />Multi-faceted construct<br />Metacognition<br />Strategic Action<br />Motivation<br />Enablin...
Self-Regulated Learners<br />Compared with low achieving students, high achievers more frequently: <br />Set specific lear...
IndividualFactors<br />Personal Effort<br />Intrinsic Motivation<br />Goal Orientation<br />Self-efficacy<br />Age<br />Ge...
	Gifted students tend to be more self-regulated than their average performing peers.<br />Self-Regulated Learners<br />(Zi...
	There still exists a large degree of variation among gifted students in their use of strategies associated with self-regu...
Self-Regulated Learners<br />	This variation may explain why some gifted students become highly productive, contributing m...
A<br />     lthough there are many possible explanations for why one could fail, effort and ability are the most likely ca...
S<br />Quality of Work<br />Quality of Work<br />Ability<br />Effort<br />R2 = .66<br />R2 = .63<br />R2 = .11<br />Qualit...
Dr. Carol Dweck: <br />Fixed Mindset vs. Growth Mindset and how that effects effort.<br />Mindset<br />
Students must think about how the way they think and what they think affects their success.<br />Thinking about Thinking<b...
Metacognition<br />
Blocks to Feeling in Control<br />Motivated self-deception<br />Denying a state exists to reduce anxiety<br />“Oh, that is...
Blocks to Feeling in Control<br />Accessibility difficulties<br />More processing required to form an attitude, more apt t...
Teacher Strategy<br />Insist students’ own their feelings<br />“I feel angry” vs.         “You made me mad”<br />
Teacher Strategy<br />Instruct students to use verbs instead of adjectives to describe their feelings<br />“I am successfu...
Teacher Strategy<br />Instruct students to use verbs instead of adjectives to describe their feelings<br />“I am successfu...
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 ...
Influence<br />On a clean sheet of paper, list the past five years vertically (2011, 2010, 2009…).<br />Next to each year,...
Significant Influence<br />When you reflect on your experience, do you find that you had more control than you thought?<br...
Thinking about Achieving<br />What skills do I need to achieve this?<br />What help or assistance do I need?<br />What res...
Reflecting on Achievement<br /><ul><li>Did I accomplish what I planned to achieve?
Was I distracted and how did I get back to my task?
Did I plan enough time?
In which situation did I          accomplish the most?</li></li></ul><li>
Self-Evaluating<br />What does the teacher want me to do?<br />What do I want out of it?<br />What did I learn today?<br /...
Teacher Strategy<br />Provide explicit instruction on thinking about thinking (metacognitive awareness)<br />Provide oppor...
Teacher Strategy<br />Engage students in complex tasks:<br />Extend over time<br />Allow for variation in  expression styl...
Individualized Projects<br />
What will I need to work on my project?<br />Where will I work?<br />Who will I work with?<br />What might hinder my proce...
Am I accomplishing what I planned?<br />Is this taking longer than I thought?<br />Am I on task or am I being distracted?<...
Did I accomplish what I planned to do?<br />Was I distracted and how did I get back to work?<br />Did I plan enough time o...
Teacher Strategy<br />Encourage risk-taking<br />Ensure that students are sufficiently challenged so they have opportuniti...
Teacher Strategy<br />Encourage risk-taking<br />Ensure that students are sufficiently challenged so they have opportuniti...
Failure is Part of the Process<br />Resilience<br />	Perseverance<br />
Questions?<br />
Being in the Moment: Mindful Walking<br />Concentrate on how your feet feel when they hit the ground<br />Notice your brea...
Topics for the Week<br />Tomorrow: <br />		   21st Century Tools for <br />		   Strategic Action <br />Day 3:  Motivation<...
Strategic Action<br />
Getting Organized in the 21st Century<br />
Information Overload<br />Cognitive overstimulation that interferes with our ability to “think”<br />(Toffler, 1970, p. 35...
Causes<br />Accelerating rate of new information<br />Ease of duplication and transmission<br />Increase in the available ...
5 Easy Steps!<br />
Identify Your Priorities<br />Step 1<br />
Writing Prompt<br />I would like to improve…<br />Some people are unhappy with…<br />I want to learn more about…<br />An i...
Writing Prompt Helps Students<br />Identify priorities<br />Identify areas for improvement and focused effort<br />Attain ...
Slife.com<br />
SLIFE Provides Students<br />A retroactive view of productivity<br />A needs assessment<br />Opportunity to identify prior...
Google Calendar Supports<br />Time management<br />Sequencing<br />Setting Priorities<br />Notification of Deadlines<br />
Set Goals<br />Step 2<br />
Goal Setting<br />Challenges students to give their efforts a preplanned direction<br />Enables students to take responsib...
What is your personal definition of success?<br />
Unrealistic Goals<br />Goals set by other people<br />May be in conflict with student values, beliefs, or desires<br />Ins...
Insufficient Goals<br />Fear of Failure<br />Fear prevents risk taking<br />Failure is a positive: shows where room for im...
Teacher Strategy<br />Help students set goals that are slightly out of their immediate reach, but not so far that they can...
"Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a...
The greater danger for most of us lies not in setting our aim too high and falling short; <br />but in setting our aim too...
Specific<br />Measurable<br />Attainable<br />Realistic<br />Time-bound<br />
Privacy &<br />Security<br />
Categorize for<br />different types of<br />goals.<br />
What steps will I take to achieve my goal?<br />
Accountability:<br />	Share<br />	Reminders<br />
 Monitor Progress<br />
Reflect &<br />Evaluate<br />
Goal Setting Plan(Based on Heacox, 1991)<br />1. What is one area of your class performance that you really want to improv...
What school related goals would you like to work toward during the next grading period?<br />a. <br />b.<br />c.<br />Duri...
Staying the Course<br />Periodically review goals and modify to reflect changing priorities and experience<br />Involve ot...
Cyclical and Ongoing<br />
If goal was achieved easily, make next goal harder<br />If goal took to long to achieve, make next goal a little easier<br...
Attainment<br />Demonstrates forward progress<br />Measure and take pride in the achievement<br />Celebrate and enjoy the ...
Goal Attainment is not luck, it is work and it takes time.<br />
Manage Time & Materials<br />Step 3<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
One<br />Laptop per<br />Child<br />
(Eduventures, 2008)<br />
80%<br />(NPR March 16, 2011)<br />
“From the standpoint of the child…he is unable to apply in daily life what he is learning at school.  That is the isolatio...
Organizational Strategies<br />Notebooks<br />Loose Leaf Binders with Dividers<br />Checking notebooks is necessary<br />P...
Organizational Strategies<br />Notebooks<br />Loose Leaf Binders with Dividers<br />Checking notebooks is necessary<br />P...
http://www.diigo.com<br />
Organizational Strategies<br />Organize Supplies<br />A checklist of supplies for home and school<br />Create a place for ...
Organizational Strategies<br />Organize Supplies<br />A checklist of supplies for home and school<br />Create a place for ...
Google Docs<br /><ul><li>No software to purchase or install!
LIVES in the CLOUD! Work is automatically saved.
Allows access to files from any computer that connects to the Internet.
Collaborate on documents in REAL TIME. Instantly see what your collaborators are typing.
FOLDER function allows you to store ANY file online. You can access from anywhere and share with anyone.
Can be organized!</li></ul>http://docs.google.com<br />
Ideas for Using Google Docs<br /><ul><li>Project planning
Mind mapping
Brainstorming
Data gathering and analysis
Shared Organization
Collaborative writing projects
Opportunity to monitor</li></li></ul><li>
Dropbox is software that syncs your files online and across your computers.<br />
Organizational Strategies<br />Modifications for Underachievers<br />Allow them to keep a copy of the textbook at home<br ...
Organizational Strategies<br />No Need for Modifications! <br />Successful for Underachievers<br />A copy at home<br />Lea...
How Much Space? <br />2GB FREE<br />Install on another computer.<br />Share<br />a<br />folder.<br />Invite <br />a friend...
I<br />
Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Rev...
Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Rev...
Teacher Strategy<br />Use Google Calendar to:<br />Create group calendars<br />Provide assignment due dates<br />Set proje...
Calendar Ideas for Students<br /><ul><li>Task monitoring
Set “reminders”
Use with iGoogle
Track project timelines
Organize “TO DO” Lists</li></li></ul><li>
Intended Project(s):<br />How, when, and where     will you share and communicate the results of your project with other p...
Getting Started:<br />What skills, resources and materials will I need?<br />Who is the intended audience?<br />
Timeline:<br /><ul><li>Start Date
Completion Date
Progress Report
Dates
Meetings with the teacher!</li></li></ul><li>
Organizational Strategies<br />The Environment<br />Specific location for work<br />Location should be distraction-free<br...
Organizational Strategies<br />The Environment<br />Specific location for work<br />Location should be distraction-free<br...
Organizational Strategies<br />The Environment<br />Specific location for work, but realize the digital environment is com...
Think Mobility<br />
Honor Diversity of Style<br />Help students find an organizational system the fits their “style”<br />Encourage them to de...
Be Discerning<br />Step 4<br />
Do I really need this tool or information?<br />Be a purposeful adopter<br />Specialize in your needs<br />Right tool righ...
Reflect & Evaluate<br />Step 5<br />
Students Ask:<br /><ul><li>Did I accomplish what I planned to do?
Was I distracted?
Limit times you answer emails
Delay of gratification
Did I plan enough time?
Was I productive or was I spending time figuring out how to use the technology?</li></li></ul><li>Students Ask:<br /><ul><...
Are certain technologies easier for me to adopt?
Are some more appropriate than others?
What do I need help with?
Find a tech buddy.
What do I still need know?</li></li></ul><li>5 Easy Steps!<br />
Questions?<br />
List five steps that are necessary to achieve the goal you identified in the writing prompt.<br />
Topics for the Week<br />Tomorrow:  <br />Motivation<br />Day 4:  Self-Determined Success<br />
Motivation<br />
Parent Email<br />My son is so bright that he doesn’t really have to work at understanding his lessons in class, etc., the...
Parent Email<br />Although my daughter is in a gifted program, what she is doing doesn’t begin to challenge her.  She seem...
Do you know this student?<br />
Motivation<br />To be motivated means to be moved to do something<br />
Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
Internalizing Motivation:External Regulation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
Internalizing Motivation:Introjection<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
Internalizing Motivation:Identification<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
PersonallyMeaningful<br />Tied to Student’s Identity<br />Personally Interesting<br />Integral to the Student’s Vision of ...
Internalizing Motivation:Integration<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
Motivation<br />	Diminished perception of competence (self-efficacy), autonomy (meaningfulness), or control (environmental...
Shout Out!<br />Give me a number between 1 and 10…<br />
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Helping Students Get Organized and Self-Regulate Behavior for 21st Century Success

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Helping Students Get Organized and Self-Regulate Behavior for 21st Century Success
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  • Helping Students Get Organized and Self-Regulate Behavior for 21st Century Success

    1. 1. Helping Students Get Organized & Self-Regulate Behavior for 21st Century Success<br />Angela M. Housand, Ph. D.<br />University of North Carolina Wilmington<br />Confratute – University of Connecticut<br />
    2. 2. &<br />angelahousand.com<br />
    3. 3.
    4. 4.
    5. 5.
    6. 6.
    7. 7.
    8. 8.
    9. 9.
    10. 10.
    11. 11. The 21st Century<br />
    12. 12.
    13. 13. What constitutes success in the 21st Century?<br />
    14. 14. http://www.21stcenturyskills.org/<br />
    15. 15. Learning and Innovation Skills<br />Creativity & Innovation<br />Critical Thinking & Problem Solving<br />Communication <br />Collaboration<br />21st Century Skills<br />
    16. 16. Life and Career Skills<br />Flexibility & Adaptability<br />Initiative & Self-Direction<br />Social & Cross Cultural Skills<br />Productivity & Accountability<br />Leadership & Responsibility<br />21st Century Skills<br />
    17. 17. Information, Media, & Tech. Skills<br />Information Literacy<br />Media Literacy<br />Information, Communications, & Technology (ICT) Literacy<br />21st Century Skills<br />
    18. 18. How can we, as educators, help students take personal initiative in the process of learning?<br />
    19. 19. How can we help students take responsibility for their own learning?<br />
    20. 20. How can we help students achieve their potential?<br />
    21. 21. Self-Regulated Learning<br /> Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.”<br />(Zimmerman 1989, p. 329)<br />
    22. 22. Active engagement in the learning process produces increases in academic performance.<br />(Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985, 1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)<br />
    23. 23. Self-Regulated Learning<br />Multi-faceted construct<br />Metacognition<br />Strategic Action<br />Motivation<br />Enabling self-determined achievement<br /> (Boekaerts 1997; Boekaerts & Corno, 2005; Butler & Winne, 1995; Corno, 2001; Flavell, 1979; Perry, Phillips, & Hutchinson, 2006; Schunk& Zimmerman, 1998; Winne, 1995;Winne & Perry 2000; Zimmerman, 1989, 1990, 2000)<br />
    24. 24. Self-Regulated Learners<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 />
    25. 25. IndividualFactors<br />Personal Effort<br />Intrinsic Motivation<br />Goal Orientation<br />Self-efficacy<br />Age<br />Gender<br />(Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)<br />
    26. 26. Gifted students tend to be more self-regulated than their average performing peers.<br />Self-Regulated Learners<br />(Zimmerman & Martinez-Pons, 1990)<br />
    27. 27. There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.<br />Self-Regulated Learners<br />(Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)<br />
    28. 28. Self-Regulated Learners<br /> This variation may explain why some gifted students become highly productive, contributing members of society and others are in danger of underachievement. <br />
    29. 29. A<br /> lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report.<br />– Good & Brophy<br />
    30. 30. S<br />Quality of Work<br />Quality of Work<br />Ability<br />Effort<br />R2 = .66<br />R2 = .63<br />R2 = .11<br />Quality of Work<br />Quality of Work<br />Effort<br />R2 = .52<br />Ability<br />Teacher Rating of Students<br />Student Self-Rating<br />(Siegle & McCoach)<br />
    31. 31. Dr. Carol Dweck: <br />Fixed Mindset vs. Growth Mindset and how that effects effort.<br />Mindset<br />
    32. 32. Students must think about how the way they think and what they think affects their success.<br />Thinking about Thinking<br />
    33. 33. Metacognition<br />
    34. 34. Blocks to Feeling in Control<br />Motivated self-deception<br />Denying a state exists to reduce anxiety<br />“Oh, that is not due until next week.”<br />A month long project<br />Inaccurate verbalization<br />Convinced they feel something the do not<br />“I hate school!”<br />
    35. 35. Blocks to Feeling in Control<br />Accessibility difficulties<br />More processing required to form an attitude, 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 />
    36. 36. Teacher Strategy<br />Insist students’ own their feelings<br />“I feel angry” vs. “You made me mad”<br />
    37. 37. Teacher Strategy<br />Instruct students to use verbs instead of adjectives to describe their feelings<br />“I am successful because I am smart.” vs. “I am successful because I work hard.”<br />
    38. 38. Teacher Strategy<br />Instruct students to use verbs instead of adjectives to describe their feelings<br />“I am successful because I am smart.” vs. “I am successful because I work hard.”<br />
    39. 39. 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 />
    40. 40. Influence<br />On a clean sheet of paper, list the past five years vertically (2011, 2010, 2009…).<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 />
    41. 41. Significant Influence<br />When you reflect on your experience, do you find that you had more control than you thought?<br />Students may feel that external forces control their lives.<br />Modify the exercise:<br />Last five months<br />Last five weeks<br />
    42. 42. Thinking about Achieving<br />What skills do I need to achieve this?<br />What help or assistance do I need?<br />What resources do I need?<br />What can block progress?<br />How will I maintain focus in order to achieve this?<br />
    43. 43. Reflecting on Achievement<br /><ul><li>Did I accomplish what I planned to achieve?
    44. 44. Was I distracted and how did I get back to my task?
    45. 45. Did I plan enough time?
    46. 46. In which situation did I accomplish the most?</li></li></ul><li>
    47. 47. Self-Evaluating<br />What does the teacher want me to do?<br />What do I want out of it?<br />What did I learn today?<br />What did I do well?<br />What am I confused about?<br />What do I need to get help with?<br />What do I still need to do?<br />
    48. 48. Teacher Strategy<br />Provide explicit instruction on thinking about thinking (metacognitive awareness)<br />Provide opportunities for students to practice metacognition<br />
    49. 49. Teacher Strategy<br />Engage students in complex tasks:<br />Extend over time<br />Allow for variation in expression style<br />Integrate multiple processes (Cognitive and procedural) <br />
    50. 50. Individualized Projects<br />
    51. 51. What will I need to work on my project?<br />Where will I work?<br />Who will I work with?<br />What might hinder my process?<br />
    52. 52. Am I accomplishing what I planned?<br />Is this taking longer than I thought?<br />Am I on task or am I being distracted?<br />
    53. 53. Did I accomplish what I planned to do?<br />Was I distracted and how did I get back to work?<br />Did I plan enough time or did it take longer than I thought?<br />In which situation did I accomplish the most work?<br />
    54. 54. Teacher Strategy<br />Encourage risk-taking<br />Ensure that students are sufficiently challenged so they have opportunities to fail<br />
    55. 55. Teacher Strategy<br />Encourage risk-taking<br />Ensure that students are sufficiently challenged so they have opportunities to fail<br />YES, let them fail! <br />
    56. 56. Failure is Part of the Process<br />Resilience<br /> Perseverance<br />
    57. 57. Questions?<br />
    58. 58.
    59. 59. Being in the Moment: Mindful Walking<br />Concentrate on how your feet feel when they hit the ground<br />Notice your breath as you walk<br />Notice what you hear - Don’t ignore anything<br />Notice what you see - Look closely; stop to absorb details<br />If thoughts pop up - Let them go and return to Step 1…<br />
    60. 60. Topics for the Week<br />Tomorrow: <br /> 21st Century Tools for <br /> Strategic Action <br />Day 3: Motivation<br />Day 4: Self-Determined Success<br />
    61. 61.
    62. 62. Strategic Action<br />
    63. 63. Getting Organized in the 21st Century<br />
    64. 64. Information Overload<br />Cognitive overstimulation that interferes with our ability to “think”<br />(Toffler, 1970, p. 350)<br />
    65. 65. Causes<br />Accelerating rate of new information<br />Ease of duplication and transmission<br />Increase in the available sources of information<br />Contradictions and inaccuracies<br />Lacking strategies to process information<br />
    66. 66.
    67. 67.
    68. 68. 5 Easy Steps!<br />
    69. 69. Identify Your Priorities<br />Step 1<br />
    70. 70. Writing Prompt<br />I would like to improve…<br />Some people are unhappy with…<br />I want to learn more about…<br />An idea I would like to try…<br />Something I think would really make a difference is…<br />Something I would like to change is…<br />
    71. 71. Writing Prompt Helps Students<br />Identify priorities<br />Identify areas for improvement and focused effort<br />Attain truthful self-awareness<br />
    72. 72. Slife.com<br />
    73. 73.
    74. 74.
    75. 75.
    76. 76.
    77. 77.
    78. 78. SLIFE Provides Students<br />A retroactive view of productivity<br />A needs assessment<br />Opportunity to identify priorities related to action & time<br />A tool for action regulation<br />
    79. 79.
    80. 80. Google Calendar Supports<br />Time management<br />Sequencing<br />Setting Priorities<br />Notification of Deadlines<br />
    81. 81.
    82. 82.
    83. 83. Set Goals<br />Step 2<br />
    84. 84. Goal Setting<br />Challenges students to give their efforts a preplanned direction<br />Enables students to take responsibility for the key events that give form to their experience<br />Provides an opportunity for reflection<br />
    85. 85. What is your personal definition of success?<br />
    86. 86. Unrealistic Goals<br />Goals set by other people<br />May be in conflict with student values, beliefs, or desires<br />Insufficient Information<br />Need realistic understanding of what is being attempted<br />Always Expecting Best<br />Focus on raising student’s average performance and increasing consistency<br />
    87. 87. Insufficient Goals<br />Fear of Failure<br />Fear prevents risk taking<br />Failure is a positive: shows where room for improvement exists<br />Taking it “too easy”<br />Will not achieve anything of worth<br />
    88. 88. Teacher Strategy<br />Help students set goals that are slightly out of their immediate reach, but not so far that they cannot achieve them<br />Helps students set goals that require your help<br />
    89. 89. "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."<br />-Theodore Isaac Rubin<br />
    90. 90. The greater danger for most of us lies not in setting our aim too high and falling short; <br />but in setting our aim too low, <br />and achieving our mark.<br />-Michelangelo<br />
    91. 91. Specific<br />Measurable<br />Attainable<br />Realistic<br />Time-bound<br />
    92. 92.
    93. 93. Privacy &<br />Security<br />
    94. 94. Categorize for<br />different types of<br />goals.<br />
    95. 95. What steps will I take to achieve my goal?<br />
    96. 96. Accountability:<br /> Share<br /> Reminders<br />
    97. 97. Monitor Progress<br />
    98. 98. Reflect &<br />Evaluate<br />
    99. 99.
    100. 100.
    101. 101.
    102. 102. Goal Setting Plan(Based on Heacox, 1991)<br />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.) <br />This goal is important to me because: <br />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.) <br />3. What steps do you need to reach your short-term goal? <br />4. What things or people might keep you from reaching your goal? These are your obstacles. <br />5. What can you do to get around your obstacles? These are your solutions. <br />7. What special materials or help do you need to reach your goal? These are your resources. <br />8. How will you reward yourself when you achieve your goal? These are your incentives. <br />9. How and when will you check on your progress toward your goal? Who will help you to check on your progress? <br />Checkpoint 1 Date: ____________________________________________________ <br />Checkpoint 2 Date: ____________________________________________________   <br />    I am committed to working toward achieving my short term goal.<br />Student's signature: Today's date: <br />Witness (Teacher's) signature:<br />
    103. 103. What school related goals would you like to work toward during the next grading period?<br />a. <br />b.<br />c.<br />During this school year?<br />a.<br />b.<br />After high school?<br />a.<br />b.<br />What personal goals would you like to achieve in the next six months?<br />a.<br />b.<br />c.<br />Within the next year or two?<br />a.<br />b.<br />How do you expect to achieve these goals?<br />a.<br />b.<br />c.<br />a.<br />b.<br />a.<br />b.<br />How do you hope to achieve these goals?<br />a.<br />b.<br />c.<br />a.<br />b.<br />Goal Setting or…<br />WHERE DO YOU WANT TO GO<br />AND<br />HOW DO YOU PLAN TO GET THERE?<br />From Motivating Achievers, Carolyn Coil, Pieces of Learning<br />
    104. 104.
    105. 105.
    106. 106.
    107. 107. Staying the Course<br />Periodically review goals and modify to reflect changing priorities and experience<br />Involve others in the goal: Inform, discuss, and share<br />Engage with successful, motivated people who also set goals<br />Create a “Goals Collage”<br />
    108. 108. Cyclical and Ongoing<br />
    109. 109. If goal was achieved easily, make next goal harder<br />If goal took to long to achieve, make next goal a little easier<br />If something was learned that leads to need for revision of other goals, do so<br />If skills were lacking, set goals to learn necessary skills<br />Setting a New Goal<br />
    110. 110. Attainment<br />Demonstrates forward progress<br />Measure and take pride in the achievement<br />Celebrate and enjoy the satisfaction of achievement<br />Set a new goal<br />
    111. 111. Goal Attainment is not luck, it is work and it takes time.<br />
    112. 112. Manage Time & Materials<br />Step 3<br />
    113. 113. Infrastructure<br />
    114. 114. Infrastructure<br />
    115. 115. Infrastructure<br />
    116. 116. Infrastructure<br />
    117. 117. Infrastructure<br />
    118. 118. Infrastructure<br />
    119. 119. One<br />Laptop per<br />Child<br />
    120. 120. (Eduventures, 2008)<br />
    121. 121. 80%<br />(NPR March 16, 2011)<br />
    122. 122. “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.”<br />John Dewey<br />
    123. 123. Organizational Strategies<br />Notebooks<br />Loose Leaf Binders with Dividers<br />Checking notebooks is necessary<br />Provide time in class to organize<br />“Read a book while you wait” – Organized students have to wait.<br />
    124. 124. Organizational Strategies<br />Notebooks<br />Loose Leaf Binders with Dividers<br />Checking notebooks is necessary<br />Provide time in class to organize<br />“Read a book while you wait” – Organized students have to wait.<br />NO MORE!<br />
    125. 125.
    126. 126. http://www.diigo.com<br />
    127. 127.
    128. 128.
    129. 129.
    130. 130.
    131. 131.
    132. 132.
    133. 133.
    134. 134.
    135. 135.
    136. 136. Organizational Strategies<br />Organize Supplies<br />A checklist of supplies for home and school<br />Create a place for supplies<br />Students think about the things they need on a routine basis<br />
    137. 137. Organizational Strategies<br />Organize Supplies<br />A checklist of supplies for home and school<br />Create a place for supplies<br />Students think about the things they need on a routine basis<br />Still true, BUT avoid the paper chase!<br />
    138. 138.
    139. 139. Google Docs<br /><ul><li>No software to purchase or install!
    140. 140. LIVES in the CLOUD! Work is automatically saved.
    141. 141. Allows access to files from any computer that connects to the Internet.
    142. 142. Collaborate on documents in REAL TIME. Instantly see what your collaborators are typing.
    143. 143. FOLDER function allows you to store ANY file online. You can access from anywhere and share with anyone.
    144. 144. Can be organized!</li></ul>http://docs.google.com<br />
    145. 145. Ideas for Using Google Docs<br /><ul><li>Project planning
    146. 146. Mind mapping
    147. 147. Brainstorming
    148. 148. Data gathering and analysis
    149. 149. Shared Organization
    150. 150. Collaborative writing projects
    151. 151. Opportunity to monitor</li></li></ul><li>
    152. 152. Dropbox is software that syncs your files online and across your computers.<br />
    153. 153.
    154. 154.
    155. 155. Organizational Strategies<br />Modifications for Underachievers<br />Allow them to keep a copy of the textbook at home<br />Employ learning contracts<br />Require the use of an assignment log that is checked daily or weekly (must have due dates!)<br />Give positive reinforcement when student successfully self-regulates<br />
    156. 156. Organizational Strategies<br />No Need for Modifications! <br />Successful for Underachievers<br />A copy at home<br />Learning contracts with student/teacher/parent<br />No Need for Assignment Log<br />Instruction time is VALUABLE!<br />Less need for positive reinforcement – technology is integrated<br />
    157. 157. How Much Space? <br />2GB FREE<br />Install on another computer.<br />Share<br />a<br />folder.<br />Invite <br />a friend or colleague.<br />Install <br />on your <br />phone.<br />
    158. 158.
    159. 159. I<br />
    160. 160.
    161. 161. Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Revised regularly<br />
    162. 162. Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Revised regularly<br />YES, YES, YES!<br />
    163. 163.
    164. 164.
    165. 165. Teacher Strategy<br />Use Google Calendar to:<br />Create group calendars<br />Provide assignment due dates<br />Set project timelines<br />Existing location for parent information<br />
    166. 166. Calendar Ideas for Students<br /><ul><li>Task monitoring
    167. 167. Set “reminders”
    168. 168. Use with iGoogle
    169. 169. Track project timelines
    170. 170. Organize “TO DO” Lists</li></li></ul><li>
    171. 171. Intended Project(s):<br />How, when, and where will you share and communicate the results of your project with other people?<br />What Format Will Your Project Take? <br />What will your product be?<br />Project Description:<br />What do you hope to find out or learn?<br />
    172. 172. Getting Started:<br />What skills, resources and materials will I need?<br />Who is the intended audience?<br />
    173. 173. Timeline:<br /><ul><li>Start Date
    174. 174. Completion Date
    175. 175. Progress Report
    176. 176. Dates
    177. 177. Meetings with the teacher!</li></li></ul><li>
    178. 178.
    179. 179.
    180. 180.
    181. 181.
    182. 182.
    183. 183.
    184. 184.
    185. 185.
    186. 186.
    187. 187.
    188. 188. Organizational Strategies<br />The Environment<br />Specific location for work<br />Location should be distraction-free<br />Set aside a specific time<br />Daily, regardless of whether there is homework or not<br />Supplies and resources available and accessible<br />
    189. 189. Organizational Strategies<br />The Environment<br />Specific location for work<br />Location should be distraction-free<br />Set aside a specific time<br />Daily, regardless of whether there is homework or not<br />Supplies and resources available and accessible<br />Still true, but…<br />
    190. 190. Organizational Strategies<br />The Environment<br />Specific location for work, but realize the digital environment is complex<br />Location should be distraction-free<br />Set aside a specific time, and work to increase focus<br />Daily,but “down time” is good too<br />Supplies and resources available online and students need access to the internet<br />
    191. 191. Think Mobility<br />
    192. 192.
    193. 193.
    194. 194. Honor Diversity of Style<br />Help students find an organizational system the fits their “style”<br />Encourage them to develop their own systems<br />Allow trial and error: Have patience to give system ideas a fair chance<br />
    195. 195. Be Discerning<br />Step 4<br />
    196. 196.
    197. 197. Do I really need this tool or information?<br />Be a purposeful adopter<br />Specialize in your needs<br />Right tool right job<br />
    198. 198.
    199. 199.
    200. 200. Reflect & Evaluate<br />Step 5<br />
    201. 201. Students Ask:<br /><ul><li>Did I accomplish what I planned to do?
    202. 202. Was I distracted?
    203. 203. Limit times you answer emails
    204. 204. Delay of gratification
    205. 205. Did I plan enough time?
    206. 206. Was I productive or was I spending time figuring out how to use the technology?</li></li></ul><li>Students Ask:<br /><ul><li>What worked well?
    207. 207. Are certain technologies easier for me to adopt?
    208. 208. Are some more appropriate than others?
    209. 209. What do I need help with?
    210. 210. Find a tech buddy.
    211. 211. What do I still need know?</li></li></ul><li>5 Easy Steps!<br />
    212. 212. Questions?<br />
    213. 213. List five steps that are necessary to achieve the goal you identified in the writing prompt.<br />
    214. 214. Topics for the Week<br />Tomorrow: <br />Motivation<br />Day 4: Self-Determined Success<br />
    215. 215.
    216. 216. Motivation<br />
    217. 217. 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 />
    218. 218. 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 />
    219. 219. Do you know this student?<br />
    220. 220. Motivation<br />To be motivated means to be moved to do something<br />
    221. 221. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    222. 222. Internalizing Motivation:External Regulation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    223. 223. Internalizing Motivation:Introjection<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    224. 224. Internalizing Motivation:Identification<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    225. 225. 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 />
    226. 226. Internalizing Motivation:Integration<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    227. 227. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    228. 228. 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 />
    229. 229. Shout Out!<br />Give me a number between 1 and 10…<br />
    230. 230. Competence…<br />Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors.<br />(Bandura 1986, 1997)<br />
    231. 231. Self-Efficacy<br />An individual’s personal judgment of his or her own ability to succeed.<br />
    232. 232. 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 />
    233. 233. Increasing Self-efficacy<br />Past performance<br />Vicarious experiences (observing others perform)<br />Verbal persuasion <br />Physiological cues<br />
    234. 234. 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 />
    235. 235. Self-Determined Learners<br />Achieve highly<br />Learn conceptually<br />Stay in school<br />(Reeve, 2002)<br />
    236. 236. Self-Determined Learners<br />Achieve highly<br />Learn conceptually<br />Stay in school<br />In large part, because their teachers support their autonomy rather than control their behavior<br />(Reeve, 2002)<br />
    237. 237. Autonomously-Motivated Studentsvs.Control-Motivated Students<br />Higher academic achievement<br />Higher perceived competence<br />More positive emotionality<br />Higher self-worth<br />(Reeve, 2002)<br />
    238. 238. Autonomously-Motivated Studentsvs.Control-Motivated Students<br />Preference for optimal challenge<br />Enjoy optimal challenge<br />Stronger perceptions of control<br />Greater creativity<br />Higher rates of retention<br />(Reeve, 2002)<br />
    239. 239. Educational Benefits of Autonomy-Supportive Teachers<br />Higher academic achievement<br />Higher perceived competence<br />More positive emotionality<br />Higher self-esteem<br />(Reeve, 2002)<br />
    240. 240. Educational Benefits of Autonomy-Supportive Teachers<br />Greater conceptual understanding<br />Greater flexibility in thinking<br />More information processing<br />Greater creativity<br />Higher rates of retention<br />(Reeve, 2002)<br />
    241. 241. In Short…<br />Autonomously motivated students thrive in educational settings<br />Students benefit when teachers support their autonomy<br />(Reeve, 2002)<br />
    242. 242. Avoid Misconceptions<br />Autonomy support is not:<br />Permissiveness<br />Neglect<br />Independence<br />Laissez-faire interaction style<br />
    243. 243. Avoid Misconceptions<br /><ul><li>Autonomy support and structure are two different classroom elements which havedifferent aims and different effects
    244. 244. They are NOT the same, but can be mutually supportive</li></li></ul><li>Person Environment Fit<br />Person / Environment fit is the degree to which a person or their personality is compatible with their environment<br />
    245. 245. Good Environmental Fit Occurs When:<br />A person adjusts to their surroundings<br />AND<br />Adapts the environment to fit their needs<br />
    246. 246. Teacher Strategy<br />Spend less time holding instructional materials<br />Provide time for independent work<br />Provide hints but resist giving answers<br />Encourage conversation<br />Listen – even more than you do now<br />
    247. 247. Teacher Strategy<br />In conversation w/ students<br />Praise mastery<br />Respond to student generated questions<br />Make statements that are empathetic and rich in perspective taking<br />
    248. 248. Teacher Strategy<br />Avoid<br />Directives or “Taking Charge”<br />Steering students toward a right answer<br />Being critical or evaluative<br />Motivating through external rewards<br />Motivating through pressure<br />
    249. 249. Teacher Strategy<br />Students benefit from being listened to<br />Students suffer from being bossed<br />
    250. 250. Parents and students<br />rate controlling teachers as <br />significantly<br />more competent than<br />autonomy-supportive teachers.<br />
    251. 251. Teacher Strategy<br />Provide clear expectations for student behavior and performance<br />Create classroom structures that are consistent and provide access to materials<br />Have systems in place for recurring activities<br />
    252. 252. What might you reconsider about your classroom practice?<br />List three potential changes.<br />
    253. 253. Topics for the Week<br />Tomorrow: <br />Self-Determined Success<br />
    254. 254. Thank You!<br />

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