Helping Students Self-Regulate for Success - Counselors

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  • 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success
    Angela M. Housand
    University of North Carolina, Wilmington
  • 2.
  • 3. 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.
  • 4. 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?
  • 5. Do you know this student?
  • 6. How can we, as educators, help students take personal initiative in the process of learning?
  • 7. How can we help students to be responsible for their learning?
  • 8. How can we give students the power to achieve their potential?
  • 9. 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)
  • 10. 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)
  • 11. Self-Regulated Learning
    Multi-faceted construct
    Self-regulation of achievement
    (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)
  • 12. Self-Regulated Learners
    Compared with low achieving students, high achievers more frequently:
    Set specific learning goals
    Use a variety of learning strategies
    Adapt their efforts systematically
  • 13. IndividualFactors
    Personal Effort
    Intrinsic Motivation
    Goal Orientation
    (Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)
  • 14. Gifted students tend to be more self-regulated than their average performing peers.
    Self-Regulated Learners
    (Zimmerman & Martinez-Pons, 1990)
  • 15. Self-Regulated Learners
    There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.
    (Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)
  • 16. 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.
  • 17. S
    Quality of Work
    Quality of Work
    R2 = .66
    R2 = .63
    R2 = .11
    Quality of Work
    Quality of Work
    R2 = .52
    Teacher Rating of Students
    Student Self-Rating
    (Siegle & McCoach)
  • 18. 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!”
  • 19. 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.”
  • 20. Student Ownership
    Require students to own their feelings
    “I feel angry” vs. “You made me mad”
    Verbs instead of adjectives to describe feelings
    “I am successful because I am smart.” vs. “I am successful because I work hard.”
  • 21. Influence
    On a clean sheet of paper, list the past five years vertically (2007, 2006…).
    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.
  • 22. 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
  • 23. 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?
  • 24. Feeling in Control of the Learning Process
  • 25. Cyclical and Ongoing
  • 26. What will I need to work on my project?
    Where will I work?
    Who will I work with?
    What might hinder my process?
  • 27. Am I accomplishing what I planned?
    Is this taking longer than I thought?
    Am I on task or am I being distracted?
  • 28. 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?
  • 29. Research Tells Us…
    When the learning environment provides:
    Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks
    Students Engage in Self-Regulated Learning Behaviors
  • 30. Volitional Control
    • Set clear expectations in advance
    • 31. Provide reminders
    • 32. Bring students attention to their behavior when they lose self-regulation
  • Volitional Control
    • Classroom structures that provide access to materials
    • 33. Systems for recurring activities
    • 34. Restroom / Drink
    • 35. Library
    • 36. Opportunities for monitoring behavior
  • Volitional Control
    • Opportunities for help-seeking other than teacher
    • 37. Peers
    • 38. Classroom resources (e.g. dictionary)
    • 39. Computer with internet access
  • Person Environment Fit
    Person / Environment fit is the degree to which a person or their personality is compatible with their environment
  • 40. Good Environmental Fit Occurs When:
    A person adjusts to their surroundings
    Adapts the environment to fit their needs
  • 41. Strategy Instruction
    • Ask open-ended questions
    • 42. Wait for the answer
    • 43. Be explicit in strategy instruction
    • 44. Domain specific
    • 45. Self-regulated learning
    • 46. Higher order thinking!
  • Organizational Strategies
    Keep a “TO DO” List
    Completion check box
    Deadline driven
    Revised regularly
    Google Tasks
  • 47.
  • 48.
  • 49. Organizational Strategies
    Notebooks – NO MORE
    Loose Leaf Binders with dividers
    Make a schedule for checking notebooks and stick with it
    Provide time in class!
    Allow students with complete notebooks to work on something they enjoy while others are given time to organize
  • 50. Organizational Strategies
    Notebook in the Cloud
    Google Docs
    Google Calendar
  • 51.
  • 52.
  • 53.
  • 54.
  • 55. 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
  • 56. 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
  • 57. Infrastructure
  • 58. Infrastructure
  • 59. (Eduventures)
  • 60. Infrastructure
  • 61. Infrastructure
  • 62. Infrastructure
  • 63.
  • 64. Give them time to manage their world…
  • 65. Technology Should...
    Enable NOT Disable
  • 66. Research Tells Us…
    When the learning environment provides:
    Explicit strategy instruction, both domain specific and metacognitive strategy instruction
    Students Engage in Self-Regulated Learning Behaviors
  • 67. 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.
  • 68. Competence…
    The state or quality of being adequately or well qualified.
    The ability to be successful.
  • 69. Self-Efficacy
    An individual’s personal judgment of his or her own ability to succeed.
  • 70. 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
  • 71. Increasing Self-efficacy
    Past performance
    Vicarious experiences (observing others perform)
    Verbal persuasion 
    Physiological cues
  • 72. Research Tells Us…
    When the learning environment provides:
    Opportunities for students to participate in the processes of goal-setting, tracking progress, and evaluating their own work
    Students Engage in Self-Regulated Learning Behaviors
  • 73. 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…
  • 74.
  • 75.
  • 76. Goal Setting
    Challenges students to give their efforts a preplanned direction
    Take responsibility for the key events that give form to their experience
    Provides opportunity for reflection
  • 77. Specific
  • 78. 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
  • 79. 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
  • 80. 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.
  • 81. What is your personal definition of success?
  • 82. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 83. What Kind of Goal?
    What do you want to create, invent, form, generate, or make?
    Is there any part of the way you behave that upsets you?
  • 84. What Kind of Goal?
    What level do you want to reach in school?
    What do you want to accomplish that you have not before?
    What information and skills will you need to achieve your current goal? Your future goals?
  • 85. What Kind of Goal?
    How do you want to be seen by your parents or by other members of your family?
    Are there any athletic goals you want to achieve?
    Do you want to create habits that lead to lifelong health?
  • 86. 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”
  • 87. Goal Attainment is not luck, it is work and it takes time.
  • 88. "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
  • 89. Attainment
    Measure and take pride in the achievement of goals
    Demonstrates forward progress
    Celebrate and enjoy the satisfaction of achievement
    Set a new goal
  • 90.
  • 91. Planning and Self-Monitoring
    What skills do I need to achieve this?
    What help or assistance do I need?
    What resources do I need?
    What can block progress?
    Am I on task or am I being distracted?
  • 92. Self-Reflection
    • Did I accomplish what I planned to do?
    • 93. Was I distracted and how did I get back to work?
    • 94. Did I plan enough time or did it take longer than I thought?
    • 95. In which situation did I accomplish the most work?
  • Motivation
    To be motivated means to be moved to do something
  • 96. Internalizing Motivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 97. Internalizing Motivation:External Regulation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 98. Internalizing Motivation:Introjection
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 99. Internalizing Motivation:Identification
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 100. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 101. Internalizing Motivation:Integration
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 102. Internalizing Motivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 103. “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
  • 104. Moving Forward
  • 105.
  • 106.
  • 107.
  • 108.
  • 109.
  • 110. Encourage Risk Taking
    (Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)
  • 111. Failure is Part of the Learning Process
  • 112. P
    Thomas Edison
  • 113. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
  • 114. All great achievements require time…
    -Maya Angelou
  • 115. Achievement results from work realizing ambition.
    -Adam Ant
  • 116. Even highly
    self-regulated students…
  • 117. Even highly
    self-regulated students…
    …need support!
  • 118. Questions?
  • 119. Thank You!