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Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
Helping Students Self-Regulate for Success - Teachers
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Helping Students Self-Regulate for Success - Teachers

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  • 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success
    Angela M. Housand
    University of North Carolina, Wilmington
    housanda@uncw.edu
  • 2. angelahousand.com
  • 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 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
  • 12. 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)
  • 13. Gifted students tend to be more self-regulated than their average performing peers.
    Self-Regulated Learners
    (Zimmerman & Martinez-Pons, 1990)
  • 14. 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)
  • 15. 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.
  • 16. How can we, as educators, help students take personal initiative in the process of learning?
  • 17. Motivation
    To be motivated means to be moved to do something
  • 18. Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 19. Internalizing Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 20. Internalizing Motivation
    Amotivation
    Intrinsic Motivation
    (Deci & Ryan, 1995; Ryan & Deci, 2000)
  • 21. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 22. AuthenticLearning
  • 23. “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
  • 24. Research Tells Us…
    When the learning environment provides:
    Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural
    Students Engage in Self-Regulated Learning Behaviors
  • 25. How does one engagestudents authentically?
    Present students with real-world challenges that require them to apply their relevant skills and knowledge.
  • 26. How does one engagestudents authentically?
    Have students engage problems in the same ways that professionals in the associated fields do.
  • 27. Facilitating Authentic Investigation
    Assess, Find, or Create Student Interests
    Conduct Interviews to Determine Interest Strengths
  • 28.
  • 29.
  • 30.
  • 31. Facilitating Authentic Investigation
    Problem Finding and Focusing
    Formulate a Written Plan
  • 32.
  • 33. Timeline:
    • Start Date
    • 34. Completion Date
    • 35. Progress Report Dates
    Project Description:
    What do you hope to find out or learn?
  • 36. Intended Project(s):
    • In what ways will you share your work?
    • 37. 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?
  • 38. Getting Started:
    What skills, resources and materials will I need?
    Who is the intended audience?
  • 39.
  • 40.
  • 41. Facilitating Authentic Investigation
    Help Students Choose a Question
  • 42. There MUST be a question that needs answering!
  • 43. Facilitating Authentic Investigation
    Work with Students to Locate Resources
    Provide Methodological Assistance (Like the Pros)
  • 44. Resource
    School & Public Libraries
    Videos
    References
    How To Books
    Online databases
    Informational Materials
    Computer and Internet Access
    Media Specialists!
  • 45. Resource
    The Internet
    Videos
    Wikipedia
    Information Websites
    Endless Information!
  • 46. Resource
    The Community
    Universities
    Local Businesses
    Parents in the School
    Teachers with Expertise
  • 47. Teachers
    Parents
    Provide Various
    Opportunity & Experience
    Community Members
    Administrators
  • 48. Facilitating Authentic Investigation
    Offer Managerial Support
  • 49.
  • 50. Learning Contracts
    An agreement between teacher and student
    An opportunity for a student to work somewhat independently
    Increases student responsibility for their own learning
    Provides some freedom for the student in acquiring skills and understandings
  • 51. Learning Contracts Include:
    A skills component
    A content component
    A time line
    Specification of expectations
    • Behavior
    • 52. Criteria for successful completion and quality
    Signatures of agreement to terms (Student and Teacher)
    ACSD (1997)
    Tomlinson (1995)
  • 53. Consequences:
    Learning contracts set positive consequences
    Example: continued freedom
    They also set negative consequences
    Example: teacher sets work parameters
  • 54. Facilitating Authentic Investigation
    Identify Final Products and Audiences
    Offer Encouragement, Praise, and Constructive Criticism
  • 55.
  • 56. Henegar 2005
  • 57. Facilitating Authentic Investigation
    Escalate the Process
    Evaluate
  • 58. Cyclical and Ongoing
  • 59. What will I need to work on my project?
    Where will I work?
    Who will I work with?
    What might hinder my process?
  • 60. Am I accomplishing what I planned?
    Is this taking longer than I thought?
    Am I on task or am I being distracted?
  • 61. 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?
  • 62.
  • 63.
  • 64.
  • 65.
  • 66.
  • 67. You must do the thing you think you cannot do.
    -Eleanor Roosevelt
  • 68. You Know its Working When…
    Most students start to work without any reminders beyond the initial directions.
    The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.
  • 69. You Know its Working When…
    The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development.
    The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities.
  • 70. You Know its Working When…
    Most students demonstrate visible enthusiasm and task commitment for activities of their own choosing.
    The teacher enhances self-choice activities through existing physical organization and ease of student access to resources.
  • 71. How can we help students to be responsible for their learning?
  • 72. Organizational Strategies
    Keep a “TO DO” List
    Prioritize
    Completion check box
    Deadline driven
    Revised regularly
    Google Tasks
  • 73.
  • 74.
  • 75. 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
  • 76. Organizational Strategies
    Notebook in the Cloud
    Diigo
    Google Docs
    Google Calendar
  • 77.
  • 78.
  • 79.
  • 80.
  • 81. 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
  • 82. 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
  • 83. Infrastructure
  • 84. Infrastructure
  • 85. (Eduventures)
  • 86. Infrastructure
  • 87. Infrastructure
  • 88. Infrastructure
  • 89.
  • 90. Give them time to manage their world…
  • 91. 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
  • 92. Volitional Control
    • Set clear expectations in advance
    • 93. Provide reminders
    • 94. Bring students attention to their behavior when they lose self-regulation
  • Complex Tasks
    • Give students a purpose for the task
    • 95. During the process
    • 96. For completion
    • 97. Require student reflection
    • 98. Progress
    • 99. Process
  • Your Classroom
    • Keep it organized
    • 100. Have students be responsible for cleaning up after themselves
    • 101. Elect student for organizational management
  • Model the Behaviors You Want to See
    Organization
    Metacogntive Awareness
    Goal Setting
    Self-Reflection
  • 102. Teachers Make the Difference!
  • 103. 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.”
  • 104. 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?
  • 105. Influence
    On a clean sheet of paper, list the past five years vertically (2009, 2010, 2011…).
    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.
  • 106. 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
  • 107. How can we give students the power to achieve their potential?
  • 108. 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
  • 109. 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…
  • 110. Self-Regulation Strategies
    Goal setting and planning
    Sequencing, timing, and completing
    Time management
    Pacing
  • 111.
  • 112.
  • 113. 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
  • 114. Specific
    Measurable
    Attainable
    Realistic
    Time-bound
  • 115. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.
  • 116. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.
    Think:
    Vygotsky & The Zone of Proximal Development
  • 117. 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
  • 118. 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
  • 119. 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
  • 120. What is your personal definition of success?
  • 121. PersonallyMeaningful
    Tied to Student’s Identity
    Personally Interesting
    Integral to the Student’s Vision of the future
    Viewed as Useful
    (Eccles & Wigfield)
  • 122. What Kind of Goal?
    Artistic
    What do you want to create, invent, form, generate, or make?
    Attitude
    Is there any part of the way you behave that upsets you?
  • 123. What Kind of Goal?
    Academic
    What level do you want to reach in school?
    What do you want to accomplish that you have not before?
    Education
    What information and skills will you need to achieve your current goal? Your future goals?
  • 124. What Kind of Goal?
    Family
    How do you want to be seen by your parents or by other members of your family?
    Physical
    Are there any athletic goals you want to achieve?
    Do you want to create habits that lead to lifelong health?
  • 125. 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”
  • 126. Goal Attainment is not luck, it is work and it takes time.
  • 127. "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
  • 128. Attainment
    Measure and take pride in the achievement of goals
    Demonstrates forward progress
    Celebrate and enjoy the satisfaction of achievement
    Set a new goal
  • 129. 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:
  • 130. 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
  • 131. Goalforit.com
  • 132. 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?
  • 133. Self-Regulation Strategies
    Keeping records
    Note-taking
    Recording marks
    Portfolio
    Drafts of assignments
  • 134.
  • 135. Self-Reflection
    • Did I accomplish what I planned to do?
    • 136. Was I distracted and how did I get back to work?
    • 137. Did I plan enough time or did it take longer than I thought?
    • 138. In which situation did I accomplish the most work?
  • Student keeping a record
    Student tracking progress
    Student assessment of goal attainment
    Higher order thinking & metacognitive strategy use
  • 139. Student reflection on reading
    Student participation in assessment and review
    Explicit strategy instruction
    Purpose for reading and goal setting
    Efficacy building via specific feedback
  • 140. Self-Efficacy
    An individual’s personal judgment of his or her own ability to succeed.
  • 141. 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
  • 142. Increasing Self-efficacy
    Past performance
    Vicarious experiences (observing others perform)
    Verbal persuasion 
    Physiological cues
  • 143.
  • 144. EMPOWER STUDENTS
  • 145. Moving Forward
  • 146. Encourage Risk Taking
    Resilience
    Perseverance
    (Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)
  • 147. Failure is Part of the Learning Process
  • 148. P
    Thomas Edison
  • 149. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
  • 150. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
  • 151. P
    Thomas Edison
    Teachers’ opinion:
    “too stupid to learn.”
    Mistakes made for light bulb: 3,000
    Total Lifetime Patents:
    1,093
  • 152. All great achievements require time…
    -Maya Angelou
  • 153. Achievement results from work realizing ambition.
    -Adam Ant
  • 154. Results-
    High levels of task engagement
    Increased willingness to exert effort to attain desired outcomes
    Process of learning becomes interesting and has value for the student
  • 155. Even highly
    self-regulated students…
  • 156. Even highly
    self-regulated students…
    …need support!
  • 157. Questions?
  • 158. Thank You!

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