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Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
Helping students self motivate, self-regulate, and engage
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Helping students self motivate, self-regulate, and engage

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  • 1. Helping Students Self-Motivate, Self- Regulate and Engage in a Digital Age ! Angela M. Housand, Ph. D. University of North Carolina Wilmington Confratute - University of Connecticut
  • 2. angelahousand.com &
  • 3. www.gi%ed.uconn.edu The National Research Center on the Gifted and Talented
  • 4. This Week I Have the Honor…
  • 5. Self-Motivate
  • 6. Motivation To be motivated means to be moved to do something
  • 7. Motivation (Malone & Lepper, 1987) Curiosity Control Optimal Challenge Fantasy Interpersonal (Cooperation, Competition, & Recognition)
  • 8. • Curious • Independent • Attracted to complexity • Originality in thought and action • Willing to take risks • Aware of their own creativeness • Need to produce Creatively Gifted
  • 9. Motivation is Complex Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest
  • 10. Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on
  • 11. Internalizing  Mo4va4on:
 External  Regula.on External Regulation Externally motivated Punishment/ Reward Compliance (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
  • 12. Internalizing  Mo4va4on:
 Introjec.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
  • 13. Internalizing  Mo4va4on:
 Iden.fica.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose Identification ! Behaviors become personally important (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
  • 14. • Tied to Student’s Identity • Personally Interesting • Integral to the Student’s Vision of the future • Viewed as Useful (Eccles & Wigfield) Personally Meaningful
  • 15. Internalizing  Mo4va4on:
 Integra.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose Identification ! Behaviors become personally important Integration ! Behaviors become central to self-identity (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
  • 16. Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on External Regulation Introjection ! Identification ! Integration !
  • 17. Intrinsic Motivation (Self-Determination Theory) Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness
  • 18. RELATEDNESS... Feeling connected to others and having a sense of belonging to a community.
  • 19. COMPETENCE… Ability to demonstrate one’s capacity for success when faced with a challenge or opportunity.
  • 20. COMPETENCE… Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)
  • 21. 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
  • 22. Increasing Self-efficacy ! Past performance ! Vicarious experiences (observing others perform) ! Verbal persuasion  ! Physiological cues
  • 23. 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.
  • 24. Autonomous Learners • Achieve highly • Learn conceptually • Stay in school (Reeve, 2002)
  • 25. Autonomous Learners (Reeve, 2002) • Achieve highly • Learn conceptually • Stay in school ! • In large part, because their teachers support their autonomy rather than control their behavior
  • 26. ONTARGET Autonomously-Motivated Students
 vs.
 Control-Motivated Students • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-worth (Reeve, 2002)
  • 27. ONTARGET Autonomously-Motivated Students
 vs.
 Control-Motivated Students (Reeve, 2002) • Preference for optimal challenge • Enjoy optimal challenge • Stronger perceptions of control • Greater creativity • Higher rates of retention
  • 28. ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-esteem
  • 29. ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Greater conceptual understanding • Greater flexibility in thinking • More information processing • Greater creativity • Higher rates of retention
  • 30. ONTARGET In Short… (Reeve, 2002) • Autonomously motivated students thrive in educational settings ! • Students benefit when teachers support their autonomy
  • 31. • Autonomy support is not: –Permissiveness –Neglect –Independence –Laissez-faire interaction style Avoid Misconceptions
  • 32. Avoid Misconceptions • Autonomy support and structure are two different classroom elements which have different aims and different effects • They are NOT the same, but can be mutually supportive
  • 33. • 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 Tips for Teachers
  • 34. • In conversation w/ students • Praise mastery • Respond to student generated questions • Make statements that are empathetic and rich in perspective taking Tips for Teachers
  • 35. • Avoid • Directives or “Taking Charge” • Steering students toward a right answer • Being critical or evaluative • Motivating through external rewards • Motivating through pressure Tips for Teachers
  • 36. Parents  and  students   rate  controlling  teachers  as     significantly   more  competent  than   autonomy-­‐suppor.ve  teachers.
  • 37. Motivation (Malone & Lepper, 1987) Self-Determination (Deci & Ryan, 1980; 2000) Curiosity Goal Pursuit Control Autonomy Optimal Challenge Competence Fantasy Achievement Interpersonal (Cooperation, Competition, & Recognition) Relatedness
  • 38. 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?
  • 39. 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?
  • 40. LEARNING CONTRACTS
  • 41. Clear  Expecta4ons Authen4c  Audience
  • 42. A  Timeline  with   Feedback  Opportuni4es  Built-­‐in
  • 43. Clear  Content  &  Resources Accountability
  • 44. Clear  Strategies  &  Skills Accountability
  • 45. • Agreement  between  teacher  &  student   • Student  independence  &  autonomy   • Increased  student  responsibility   • Provides  freedom  in  acquiring  skills
  • 46. Motivation (Malone & Lepper, 1987) Self- Determination (Deci & Ryan, 1980; 2000) Learning Contracts Curiosity Goal Pursuit Clear Expectations Control Autonomy Benchmarks & Defined Responsibility Optimal Challenge Competence Defined Content & Skills Fantasy Achievement Achievement Interpersonal (Cooperation, Competition, & Recognition) Relatedness Authentic Audience
  • 47. Learning  contracts  allow   students  to  work  on  a   process  that  extends  over   .me,  requiring  planning,   regula.on  of  effort,   reflec.on,  and  adapta.on   to  successfully  complete.
  • 48. Mihaly   Csikszentmihalyi
  • 49. Apathy Flow  Channel
  • 50. Apathy Flow  Channel Increasing  Skills Increasing  Skills Increasing  Challenge Increasing  Challenge
  • 51. To Experience FLOW... ...the task must provide clear goals and feedback.
  • 52. To Experience FLOW... ...one must become immersed in the activity.
  • 53. To Experience FLOW... ...the task must be challenging and require skill.
  • 54. To Experience FLOW... ...one must learn to enjoy immediate experience.
  • 55. Mindfulness ! Jon Kabat-Zinn, Ph.D. ! From the field of behavioral medicine ! Used to control ! Stress ! Pain ! Illness ! Initial research conducted at the University of Massachusetts Medical Center
  • 56. Mindfulness Attitudes ! Non-judging ! Impartial witness to our own experience ! Cultivates emotional intelligence ! Patience ! Things unfold in their own time ! Delay of gratification ! Beginner’s Mind ! What we think we “know” impedes understanding ! Avoiding pre-conceived notions
  • 57. Emotional Intelligence The ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use that information to guide one’s thinking and actions. ! (Salovey & Mayer, 1990, p. 189)
  • 58. Mindfulness Attitudes ! Trust ! Developing a trust of yourself and your feelings ! Non-striving ! Seems counter intuitive ! Focusing on being clarifies what to strive for ! Acceptance ! Seeing things as they are ! Enables one to act appropriately no matter what is happening around them
  • 59. Mindfulness Attitudes ! Letting Go ! Put aside the tendency to elevate some life experiences and reject others ! Cultivates emotional intelligence ! ! Mindfulness is mind training. ! “I am not thinking about that right now, I am observing – training my mind” ! “I am here to work on my mind”
  • 60. Goal of Mindfulness ! Achieve a state of stability and calm ! Increase self-discipline ! Increase feelings of well-being ! Reduce feelings of dysphoria ! Increase self-awareness
  • 61. Mindfulness How To ! Release Tension ! Sit comfortably, spine erect, feet on floor ! Allow arms to hang straight down with hands about 10-12 inches from body ! Close your eyes if it feels comfortable ! Identify areas of tension in your mind or body ! As you identify areas of tension, allow them to dissolve and flow down the arms and out the finger tips
  • 62. Mindfulness How To ! Mind Training ! Sit comfortably, spine erect, feet on floor ! Close your eyes if it feels comfortable ! Bring your attention to your breath ! Nose, mouth, lungs, or belly – wherever you sense your breath ! Do not control breath, just observe ! Maintain your attention on your breathing ! When your mind wanders, simply let the thought go and return your focus to your breath
  • 63. Mindfulness How To ! Focusing the mind is easier said than done ! Requires consistent practice ! Short and frequent ! 5 to 15 minutes daily ! Don’t force it! ! When students loose focus, the time is up ! Work to extend time each day
  • 64. Mindset Dr. Carol Dweck: ! Fixed Mindset vs. Growth Mindset
  • 65. Mindset Fixed Mindset: ! Believe traits are fixed or unchangeable ! Quantity of talent or intelligence finite
  • 66. Mindset Growth Mindset: ! Believe traits can be developed w/ effort ! Accomplishment comes from practice and learning
  • 67. Thinking about Thinking Students must think about how the way they think and what they think affects their success.
  • 68. Self-Regulate: Affect
  • 69. 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.
  • 70. 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
  • 71. 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?
  • 72. Reframe… • I am successful because I am smart • People like me because I am attractive • I get opportunities because I am lucky • I make mistakes because I am a failure • I never win because I am a loser • I get in trouble because the teacher does not like me
  • 73. 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!”
  • 74. 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.”
  • 75. Sensory  Sensi.vity  of  GiWed • Tested  giWed  vs.  normed  sample  on  the   Sensory  Profile  (Dunn,  1999)   • Significant  differences  on  12  of  14  sensory   sec.ons  between  groups   • GiWed  children  are  more  sensi.ve  to  their   physical  environment   • More  affected  by  sensory  s.muli  
  • 76. Why address sensory sensitivity? • Sensory stimuli create CNS arousal which places demands upon the body • The intensity and duration of arousal affect responses to stimuli • Maximum and prolonged overload of information can be stressful
  • 77. Why address sensory sensitivity? • To reduce stressors • To positively enhance the experience of the highly sensitive gifted individual • To be responsive to unique needs • To promote healthy working environments • To increase the sustainability of focus and effort in productive endeavors
  • 78. 80
  • 79. angelahousand.com &
  • 80. Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on External Regulation Introjection ! Identification ! Integration !
  • 81. Parents  and  students   rate  controlling  teachers  as     significantly   more  competent  than   autonomy-­‐suppor.ve  teachers.
  • 82. Apathy Flow  Channel Increasing  Skills Increasing  Skills Increasing  Challenge Increasing  Challenge
  • 83. To Experience FLOW... ...one must loose one’s sense of self.
  • 84. Self-Regulate: Affect
  • 85. Self-Regulate: Behavior
  • 86. Regulation, Motivation & Engagement in the Digital Age
  • 87. Regulation Motivation & Engagement in the Digital Age
  • 88. Pew Research Center, 2010
  • 89. Past Generations Halligan (opinion), 2013
  • 90. Past Generations Halligan (opinion), 2013
  • 91. Millennials
  • 92. Past Generations Halligan (opinion), 2013
  • 93. Millennials Halligan (opinion), 2013
  • 94. Pew Research Center, 2010
  • 95. 10276
  • 96. (Internet World Stats, 2009) 342%
  • 97. (De Moor, 2008) 93%
  • 98. (NPR March 16, 2011) 80%
  • 99. Halligan (opinion), 2013
  • 100. Halligan (opinion), 2013
  • 101. Person  Environment  Fit • Person  /  Environment  fit  is  the  degree  to  which   a  person  or  their  personality  is  compa.ble  with   their  environment
  • 102. Good  Environmental  Fit  Occurs  When: A  person  adjusts  to  their  surroundings   AND   Adapts  the  environment  to  fit  their  needs
  • 103. Why  Do  We   Ask  Kids  To   UNPLUG  At   School?
  • 104. 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
  • 105. Informa=on  Overload Cogni.ve  overs.mula.on  that   interferes  with  our  ability  to  “think”   ! (Toffler,  1970,  p.  350)
  • 106. • 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 Informa=on  Overload
  • 107. Anxiety May Result
  • 108. 1. IdentifyYour Priorities 2. Set Goals 3. Manage Time & Materials 4. Be Discerning 5. Reflect & Evaluate 5 Easy Steps...
  • 109. Identify Your Priorities Step 1
  • 110. 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…
  • 111. Writing Prompt Helps Students $ Identify priorities $ Identify areas for improvement and focused effort $ Attain truthful self-awareness
  • 112. Google Calendar Supports $ Time management $ Sequencing # Setting Priorities # Notification of Deadlines
  • 113. What is your personal definition of success?
  • 114. Set Goals Step 2
  • 115. Activity Time: S.W. O.T.
  • 116. S TO W Helpful to achieving the objective Harmful to achieving the objective Internal Origin ! Attributes of the Individual Strengths Weaknesses External Origin ! Attributes of the Environment Opportunities Threats SWOT Analysis
  • 117. © Angela Housand, 2013
  • 118. © Angela Housand, 2013
  • 119. Strengths What unique skills do I have? What do I do well? What resources do I have available? Who do I know that can help me? What experiences have I had that will help me as I move forward? © Angela Housand, 2013
  • 120. Weaknesses What areas do I need to improve? What do others view as my weakness or area for improvement? What is something I would like to change? © Angela Housand, 2013
  • 121. Opportunities What opportunities are already available to me? How can I use my strengths to create opportunities for myself? Who might be willing to help me? © Angela Housand, 2013
  • 122. Threats What could hinder my success? What are potential problems I could encounter? What are the challenges I face? What are the restrictions in my life (time, money, vehicle, access to computer or the Internet, etc.)? © Angela Housand, 2013
  • 123. S M A T R pecific easureable ttainable ealistic ime-bound
  • 124. Effective Goal Setting: More Than SMART Prioritized Reviewed Periodically Revised as Needed Accountable to Others
  • 125. Effective Goal Setting: More Than SMART Periodically review goals and modify to reflect changing priorities and experiences.
  • 126. Effective Goal Setting: More Than SMART Share your goals and engage with successful, motivated people who also set goals.
  • 127. Avoid Unrealistic Goals ! Insufficient Information ! Goals Set by Other People ! Always Expecting Best
  • 128. 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
  • 129. Why Goal Setting? Planned  direc+on  for  efforts   Provides  clarity  for  assessment   Opportunity  to  take  responsibility
  • 130. www.liftinternational.com
  • 131. Privacy & Security
  • 132. Categorize for different types of goals.
  • 133. What steps will I take to achieve my goal?
  • 134. Accountability: Share Reminders
  • 135. Monitor Progress
  • 136. Reflect & Evaluate
  • 137. Goal attainment is not luck, 
 

  • 138. Goal attainment is not luck, 
 it takes time and requires effort.

  • 139. Cyclical & Ongoing
  • 140. What does goal setting look like for adults?
  • 141. Evolution of Goal Setting Formal Goal Setting The “TO DO” List Written Completion Check Box Deadline Driven Prioritized Revised Regularly Its Your Job SpecificWritten Measureable Time Bound Prioritized Periodically Reviewed Accountable to Others
  • 142. DO’s and DON’Ts of To Do Lists
  • 143. 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:
  • 144. 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. GoalSettingor… WHEREDOYOUWANTTOGO AND HOWDOYOUPLANTOGETTHERE? From Motivating Achievers, Carolyn Coil, Pieces of Learning
  • 145. Staying the Course Periodically review goals and modify to reflect changing priorities and experience! ! Involve others in the goal: Inform, discuss, and share
  • 146. Staying the Course Engage with successful, motivated people who also set goals! ! Maintain visual reminders! Collage! Digital Reminders
  • 147. Cyclical and Ongoing
  • 148. • Achieved easily, make next goal harder • 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
  • 149. Attainment ! Demonstrates forward progress ! Measure and take pride in the achievement ! Celebrate and enjoy the satisfaction of achievement ! Set a new goal
  • 150. Manage Time & Materials Step 3
  • 151. Infrastructure
  • 152. Infrastructure
  • 153. Infrastructure
  • 154. Infrastructure
  • 155. Or  is  it  an  apen
  • 156. (Valcke, et al, 2008) 91%
  • 157. Measuring Time on Task
  • 158. SET A GOAL TAKE A BREAK STAY ON TARGET REWARD YOURSELF
  • 159. Calendar Ideas for Students •Task monitoring •Set “reminders” •Use with Drive •Track project timelines •Organize Task Lists
  • 160. ! • Create group calendars • Provide assignment due dates • Set project timelines • Existing location for parent information Uses for Google Calendar
  • 161. BE EFFICIENT
  • 162. Managing the Madness of Email ESTABLISH EMAIL TIME ZONES   STRIVE TO ONLY TOUCH IT ONCE   DOES YOUR PHONE REALLY HELP?   DO NOT CONTRIBUTE TO JUNK MAIL
  • 163. “GET YOURSELF A FOLDER.”
  • 164. My Library• Annotate,  Archive,  Organize My Network• Build  a  Personal  Learning  Network My Groups• Create  a  Group  Knowledge  Repository Community• Research,  Share,  Collaborate
  • 165. Dropbox is software that syncs your files online and across your computers.
  • 166. How Much Space? 2GB FREE Install on another computer. Share a folder. Invite a friend or colleague. Install on your phone.
  • 167. I
  • 168. Shout Out!
 Give me a number between 1 and 10…

  • 169. 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?
  • 170. Getting Started: ! What skills, resources and materials will I need? ! Who is the intended audience?
  • 171. Timeline: •Start Date •Completion Date •Progress Report •Dates ! •Meetings with the teacher!
  • 172. 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
  • 173. 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…
  • 174. 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
  • 175. Think Mobility
  • 176. 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
  • 177. Be Discerning Step 4
  • 178. Do I really need this tool or information? # Be a purposeful adopter # Specialize in your needs # Right tool right job
  • 179. “Every man should have a built-in automatic crap detector operating inside of him.”
  • 180. + 5 Types of Evaluation 1. Understanding 2. Relevancy 3. Accuracy 4. Reliability 5. Bias (Coiro, 2006)
  • 181. 221
  • 182. Reflect & Evaluate Step 5
  • 183. 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?
  • 184. 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?
  • 185. 5 EASY STEPS! 1. Identify Your Priorities 2. Set Goals 3. Manage Time & Materials 4. Be Discerning 5. Reflect & Evaluate
  • 186. Shout Out!
 Give me a number between 1 and 10…

  • 187. Self-Regulate Cognition
  • 188. Metacognition ! One’s knowledge of his or her own cognitive processes or anything related to them (Flavell, 1976) ! ! Knowledge about when and how to use specific strategies for learning and problem solving
  • 189. 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?
  • 190. 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?
  • 191. 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?
  • 192. Individualized Projects
  • 193. • What will I need to work on my project? • Where will I work? • Who will I work with? • What might hinder my process?
  • 194. • Am I accomplishing what I planned? • Is this taking longer than I thought? • Am I on task or am I being distracted?
  • 195. • 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?
  • 196. Teacher Strategy ! Encourage risk-taking ! ! Ensure that students are sufficiently challenged so they have opportunities to fail
  • 197. Teacher Strategy ! Encourage risk-taking ! ! Ensure that students are sufficiently challenged so they have opportunities to fail ! ! YES, let them fail!
  • 198. Engage
  • 199. 10,000
  • 200. Smithsonian American Art Museum
  • 201. E NDURINGLY NGAGING XPERIENCES
  • 202. ALITTLE GAMIFICATION
  • 203. “While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.), what may be most appealing to educators is that games provide students ! A SAFE PLACE TO LEARN FROM FAILURE. ! In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to ! EXPERIMENT AND TAKE RISKS TO FIND SOLUTIONS ! without the feeling that they are doing something wrong. ! GAMES ENCOURAGE STUDENTS TO MAKE AND LEARN FROM MISTAKES, ! which is a particularly important concept in the K-12 setting.” GAME BASED LEARNING
  • 204. GAMIFICATION: ! The use of game elements and game-design techniques in non-game contexts.
  • 205. POINTS BADGES LEADER BOARDS
  • 206. POINTS Effectively Keep Score Determine WIN State Connection Between Progress and Reward Provide Feedback External Display of Progress Data for Game Designer
  • 207. BADGES Goals to Strive Toward Guidance About Possibilities Visual Markers of Accomplishment Status Symbols Tribal Markers
  • 208. LEADER BOARDS
  • 209. ENGAGE
  • 210. GAMIFICATION OFFERS CHOICE
  • 211. COLLABORATION CONTENT CHOICE -Alfie Kohn
  • 212. DEFINE LEARNING OBJECTIVES
  • 213. 2. Delineate Target Behaviors DELINEATE TARGET BEHAVIORS
  • 214. DESCRIBE YOUR PLAYERS
  • 215. DEVISE ! ACTIVITY CYCLES
  • 216. DON’T FORGET THE FUN!
  • 217. DEPLOY APPROPRIATE TOOLS
  • 218. 267
  • 219. Motivation (Malone & Lepper, 1987) Self- Determination (Deci & Ryan, 1980; 2000) Supporting Autonomy FLOW (Csikszentmihalyi, 1975) Curiosity Goal Pursuit Clear Expectations Clear Goal Control Autonomy Benchmarks & Defined Responsibility Adjust Performance Based on Optimal Challenge Competence Defined Content & Skills Balance Challenge & Skill Level Fantasy Achievement Achievement Enjoyment Interpersonal (Cooperation, Competition, & Recognition) Relatedness Authentic Audience Transcend Self
  • 220. Motivation (Malone & Lepper, 1987) FLOW (Csikszentmihalyi, 1975) Learning Contracts Gamification (McGonigal, 2010) Curiosity Clear Goal Clear Expectations Clear Objective Control Adjusted Performance Benchmarks & Responsibility Blissful Productivity Optimal Challenge Balance Challenge & Skill Level Defined Content & Skills Urgent Optimism Fantasy Enjoyment Achievement Epic Win Interpersonal (Cooperation, Competition, & Recognition) Transcend Self Authentic Audience Social Fabric
  • 221. 272
  • 222. ! PLATFORMSFOR GAMIFICATION
  • 223. Watson College of Education Angela Housand, Ph.D. housanda@uncw.edu
  • 224. STAR Legacy CHALLENGE PERSPECTIVES & RESOURCES THOUGHTS ASSESSMENT WRAP UP
  • 225. Edmodo is a free, secure, social learning platform for teachers, students, schools, and districts. ! FREE! ! FEATURES: Groups Messages Assignments Calendar Poll ! Student Emails NOT required!
  • 226. http://help.edmodo.com/teachers/ how-to-createmanage-badges/
  • 227. http://help.edmodo.com/teachers/ how-to-createmanage-badges/
  • 228. Questions?

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