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Confratute 2011

Confratute 2011
Helping Students Get Organized and Self-Regulate Behavior for 21st Century Success
Self-Determined Success

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

  • Helping Students Get Organized & Self-Regulate Behavior for 21st Century Success
    Angela M. Housand, Ph. D.
    University of North Carolina Wilmington
    Confratute – University of Connecticut
  • &
    angelahousand.com
  • The 21st Century
  • What constitutes success in the 21st Century?
  • http://www.21stcenturyskills.org/
  • Learning and Innovation Skills
    Creativity & Innovation
    Critical Thinking & Problem Solving
    Communication
    Collaboration
    21st Century Skills
  • Life and Career Skills
    Flexibility & Adaptability
    Initiative & Self-Direction
    Social & Cross Cultural Skills
    Productivity & Accountability
    Leadership & Responsibility
    21st Century Skills
  • Information, Media, & Tech. Skills
    Information Literacy
    Media Literacy
    Information, Communications, & Technology (ICT) Literacy
    21st Century Skills
  • How can we, as educators, help students take personal initiative in the process of learning?
  • How can we help students take responsibility for their own learning?
  • How can we help students achieve their potential?
  • 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)
  • 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)
  • Self-Regulated Learning
    Multi-faceted construct
    Metacognition
    Strategic Action
    Motivation
    Enabling self-determined achievement
    (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)
  • 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
  • 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)
  • Gifted students tend to be more self-regulated than their average performing peers.
    Self-Regulated Learners
    (Zimmerman & Martinez-Pons, 1990)
  • There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.
    Self-Regulated Learners
    (Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)
  • 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.
  • 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
  • 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)
  • Dr. Carol Dweck:
    Fixed Mindset vs. Growth Mindset and how that effects effort.
    Mindset
  • Students must think about how the way they think and what they think affects their success.
    Thinking about Thinking
  • Metacognition
  • 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!”
  • 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.”
  • Teacher Strategy
    Insist students’ own their feelings
    “I feel angry” vs. “You made me mad”
  • Teacher Strategy
    Instruct students to use verbs instead of adjectives to describe their feelings
    “I am successful because I am smart.” vs. “I am successful because I work hard.”
  • Teacher Strategy
    Instruct students to use verbs instead of adjectives to describe their feelings
    “I am successful because I am smart.” vs. “I am successful because I work hard.”
  • 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?
  • Influence
    On a clean sheet of paper, list the past five years vertically (2011, 2010, 2009…).
    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.
  • 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
  • Thinking about Achieving
    What skills do I need to achieve this?
    What help or assistance do I need?
    What resources do I need?
    What can block progress?
    How will I maintain focus in order to achieve this?
  • Reflecting on Achievement
    • 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?
  • 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?
  • Teacher Strategy
    Provide explicit instruction on thinking about thinking (metacognitive awareness)
    Provide opportunities for students to practice metacognition
  • Teacher Strategy
    Engage students in complex tasks:
    Extend over time
    Allow for variation in expression style
    Integrate multiple processes (Cognitive and procedural)
  • Individualized Projects
  • What will I need to work on my project?
    Where will I work?
    Who will I work with?
    What might hinder my process?
  • Am I accomplishing what I planned?
    Is this taking longer than I thought?
    Am I on task or am I being distracted?
  • 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?
  • Teacher Strategy
    Encourage risk-taking
    Ensure that students are sufficiently challenged so they have opportunities to fail
  • Teacher Strategy
    Encourage risk-taking
    Ensure that students are sufficiently challenged so they have opportunities to fail
    YES, let them fail!
  • Failure is Part of the Process
    Resilience
    Perseverance
  • Questions?
  • Being in the Moment: Mindful Walking
    Concentrate on how your feet feel when they hit the ground
    Notice your breath as you walk
    Notice what you hear - Don’t ignore anything
    Notice what you see - Look closely; stop to absorb details
    If thoughts pop up - Let them go and return to Step 1…
  • Topics for the Week
    Tomorrow:
    21st Century Tools for
    Strategic Action
    Day 3: Motivation
    Day 4: Self-Determined Success
  • Strategic Action
  • Getting Organized in the 21st Century
  • Information Overload
    Cognitive overstimulation that interferes with our ability to “think”
    (Toffler, 1970, p. 350)
  • Causes
    Accelerating rate of new information
    Ease of duplication and transmission
    Increase in the available sources of information
    Contradictions and inaccuracies
    Lacking strategies to process information
  • 5 Easy Steps!
  • Identify Your Priorities
    Step 1
  • 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…
  • Writing Prompt Helps Students
    Identify priorities
    Identify areas for improvement and focused effort
    Attain truthful self-awareness
  • Slife.com
  • SLIFE Provides Students
    A retroactive view of productivity
    A needs assessment
    Opportunity to identify priorities related to action & time
    A tool for action regulation
  • Google Calendar Supports
    Time management
    Sequencing
    Setting Priorities
    Notification of Deadlines
  • Set Goals
    Step 2
  • Goal Setting
    Challenges students to give their efforts a preplanned direction
    Enables students to take responsibility for the key events that give form to their experience
    Provides an opportunity for reflection
  • What is your personal definition of success?
  • 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
  • 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
  • Teacher Strategy
    Help students set goals that are slightly out of their immediate reach, but not so far that they cannot achieve them
    Helps students set goals that require your help
  • "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
  • 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
  • Specific
    Measurable
    Attainable
    Realistic
    Time-bound
  • Privacy &
    Security
  • Categorize for
    different types of
    goals.
  • What steps will I take to achieve my goal?
  • Accountability:
    Share
    Reminders
  • Monitor Progress
  • Reflect &
    Evaluate
  • 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:
  • 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
  • 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”
  • Cyclical and Ongoing
  • If goal was achieved easily, make next goal harder
    If goal took to long to achieve, make next goal a little easier
    If something was learned that leads to need for revision of other goals, do so
    If skills were lacking, set goals to learn necessary skills
    Setting a New Goal
  • Attainment
    Demonstrates forward progress
    Measure and take pride in the achievement
    Celebrate and enjoy the satisfaction of achievement
    Set a new goal
  • Goal Attainment is not luck, it is work and it takes time.
  • Manage Time & Materials
    Step 3
  • Infrastructure
  • Infrastructure
  • Infrastructure
  • Infrastructure
  • Infrastructure
  • Infrastructure
  • One
    Laptop per
    Child
  • (Eduventures, 2008)
  • 80%
    (NPR March 16, 2011)
  • “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
  • Organizational Strategies
    Notebooks
    Loose Leaf Binders with Dividers
    Checking notebooks is necessary
    Provide time in class to organize
    “Read a book while you wait” – Organized students have to wait.
  • Organizational Strategies
    Notebooks
    Loose Leaf Binders with Dividers
    Checking notebooks is necessary
    Provide time in class to organize
    “Read a book while you wait” – Organized students have to wait.
    NO MORE!
  • http://www.diigo.com
  • Organizational Strategies
    Organize Supplies
    A checklist of supplies for home and school
    Create a place for supplies
    Students think about the things they need on a routine basis
  • Organizational Strategies
    Organize Supplies
    A checklist of supplies for home and school
    Create a place for supplies
    Students think about the things they need on a routine basis
    Still true, BUT avoid the paper chase!
  • Google Docs
    • 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!
    http://docs.google.com
  • Ideas for Using Google Docs
    • Project planning
    • Mind mapping
    • Brainstorming
    • Data gathering and analysis
    • Shared Organization
    • Collaborative writing projects
    • Opportunity to monitor
  • Dropbox is software that syncs your files online and across your computers.
  • 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
  • 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 is VALUABLE!
    Less need for positive reinforcement – technology is integrated
  • How Much Space?
    2GB FREE
    Install on another computer.
    Share
    a
    folder.
    Invite
    a friend or colleague.
    Install
    on your
    phone.
  • I
  • Organizational Strategies
    Keep a “TO DO” List
    Prioritize
    Completion check box
    Deadline driven
    Revised regularly
  • Organizational Strategies
    Keep a “TO DO” List
    Prioritize
    Completion check box
    Deadline driven
    Revised regularly
    YES, YES, YES!
  • Teacher Strategy
    Use Google Calendar to:
    Create group calendars
    Provide assignment due dates
    Set project timelines
    Existing location for parent information
  • Calendar Ideas for Students
    • Task monitoring
    • Set “reminders”
    • Use with iGoogle
    • Track project timelines
    • Organize “TO DO” Lists
  • Intended Project(s):
    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?
    Project Description:
    What do you hope to find out or learn?
  • Getting Started:
    What skills, resources and materials will I need?
    Who is the intended audience?
  • Timeline:
    • Start Date
    • Completion Date
    • Progress Report
    • Dates
    • Meetings with the teacher!
  • Organizational Strategies
    The Environment
    Specific location for work
    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
  • Organizational Strategies
    The Environment
    Specific location for work
    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
    Still true, but…
  • Organizational Strategies
    The Environment
    Specific location for work, but realize the digital environment is complex
    Location should be distraction-free
    Set aside a specific time, and work to increase focus
    Daily,but “down time” is good too
    Supplies and resources available online and students need access to the internet
  • Think Mobility
  • 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
  • Be Discerning
    Step 4
  • Do I really need this tool or information?
    Be a purposeful adopter
    Specialize in your needs
    Right tool right job
  • Reflect & Evaluate
    Step 5
  • Students Ask:
    • 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?
  • Students Ask:
    • What worked well?
    • 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?
  • 5 Easy Steps!
  • Questions?
  • List five steps that are necessary to achieve the goal you identified in the writing prompt.
  • Topics for the Week
    Tomorrow:
    Motivation
    Day 4: Self-Determined Success
  • Motivation
  • 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.
  • 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?
  • Do you know this student?
  • Motivation
    To be motivated means to be moved to do something
  • Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • Internalizing Motivation:External Regulation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • Internalizing Motivation:Introjection
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • Internalizing Motivation:Identification
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • Internalizing Motivation:Integration
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • Motivation
    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.
  • Shout Out!
    Give me a number between 1 and 10…
  • Competence…
    Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors.
    (Bandura 1986, 1997)
  • Self-Efficacy
    An individual’s personal judgment of his or her own ability to succeed.
  • 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
  • Increasing Self-efficacy
    Past performance
    Vicarious experiences (observing others perform)
    Verbal persuasion 
    Physiological cues
  • 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.
  • Self-Determined Learners
    Achieve highly
    Learn conceptually
    Stay in school
    (Reeve, 2002)
  • Self-Determined Learners
    Achieve highly
    Learn conceptually
    Stay in school
    In large part, because their teachers support their autonomy rather than control their behavior
    (Reeve, 2002)
  • Autonomously-Motivated Studentsvs.Control-Motivated Students
    Higher academic achievement
    Higher perceived competence
    More positive emotionality
    Higher self-worth
    (Reeve, 2002)
  • Autonomously-Motivated Studentsvs.Control-Motivated Students
    Preference for optimal challenge
    Enjoy optimal challenge
    Stronger perceptions of control
    Greater creativity
    Higher rates of retention
    (Reeve, 2002)
  • Educational Benefits of Autonomy-Supportive Teachers
    Higher academic achievement
    Higher perceived competence
    More positive emotionality
    Higher self-esteem
    (Reeve, 2002)
  • Educational Benefits of Autonomy-Supportive Teachers
    Greater conceptual understanding
    Greater flexibility in thinking
    More information processing
    Greater creativity
    Higher rates of retention
    (Reeve, 2002)
  • In Short…
    Autonomously motivated students thrive in educational settings
    Students benefit when teachers support their autonomy
    (Reeve, 2002)
  • Avoid Misconceptions
    Autonomy support is not:
    Permissiveness
    Neglect
    Independence
    Laissez-faire interaction style
  • Avoid Misconceptions
    • Autonomy support and structure are two different classroom elements which havedifferent aims and different effects
    • They are NOT the same, but can be mutually supportive
  • Person Environment Fit
    Person / Environment fit is the degree to which a person or their personality is compatible with their environment
  • Good Environmental Fit Occurs When:
    A person adjusts to their surroundings
    AND
    Adapts the environment to fit their needs
  • Teacher Strategy
    Spend less time holding instructional materials
    Provide time for independent work
    Provide hints but resist giving answers
    Encourage conversation
    Listen – even more than you do now
  • Teacher Strategy
    In conversation w/ students
    Praise mastery
    Respond to student generated questions
    Make statements that are empathetic and rich in perspective taking
  • Teacher Strategy
    Avoid
    Directives or “Taking Charge”
    Steering students toward a right answer
    Being critical or evaluative
    Motivating through external rewards
    Motivating through pressure
  • Teacher Strategy
    Students benefit from being listened to
    Students suffer from being bossed
  • Parents and students
    rate controlling teachers as
    significantly
    more competent than
    autonomy-supportive teachers.
  • Teacher Strategy
    Provide clear expectations for student behavior and performance
    Create classroom structures that are consistent and provide access to materials
    Have systems in place for recurring activities
  • What might you reconsider about your classroom practice?
    List three potential changes.
  • Topics for the Week
    Tomorrow:
    Self-Determined Success
  • Thank You!