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  • 1. Ch. 7 “Activating Students as Owners of Their Own Learning” EDS 846/Dr. Faucett by-Tamara Linares
  • 2. Evidence of Research on Impact of Activating Students Student Self-Assessment Study of 20 teachers in Portugal has concluded that students who were taught to self-assess were able to learn information within 20 weeks instead of the normal 38 weeks. How this happened is unclear but the researchers attribute this to self-regulation.
  • 3. Evidence of Research on Impact of Activating Students What is Self-Regulated Learning?- based on on learning goals, student is able to coordinate cognitive resources, emotions and actions 2 BIG QUESTION ARE: 1. Do learners have necessary knowledge, skills and strategies to reach goal? ...OR... 2. Do learners have necessary skills but does not use them in classrooms?
  • 4. Metacognition vs. Motivation There has been a lot of research about M & M since the 1970s What is Metacognition? Anybody? Anybody? (John Flavell-pg. 148)(let’s read together) What is Motivation? Anybody? Everybody?
  • 5. Metacognition What one knows (metacognitive knowledge) What one can do (metacognitive skills) What one knows about own abilities (metacognitive experience)
  • 6. Metacognition Research shows clearly “the most effective learners are selfregulating”...AND...training students in metacognition raises their performance These skills are ONLY useful if students are motivated to use them
  • 7. Motivation When students fail to learn-We blame their lack of motivation If students don’t learn-It is the teacher’s fault for not being a good motivator Here is something new.................... Let motivation be a consequence of achievement (Mihaly Csikszentmihalyipsychologist at the University of Chicago)
  • 8. Motivation When the level of challenge and capability is: low + high = boredom high + low = anxiety low + low = apathy high + high = “flow”
  • 9. Motivation A study of 84 math classrooms from 5th-12th grades found that when students were provided constructive feedback by teachers, the students were more focused on learning rather than performance. (Deevers, 2006) Which comes first Learning or Performance?
  • 10. Motivation Students are motivated when... when goals are specific within reach challenging
  • 11. Assessments Assessments can improve instruction (how?) Assessments can impact learner’s -desire to learn -willingness to learn -capacity to learn
  • 12. Monique Boekaerts (1993) Self-regulated learners + motivational and cognitive perspectives=dual processing model
  • 13. Dual Processing Model Share learning goals Promote ability is incremental Make it difficult for students to compare themselves to each other Provide feedback for future action Engage students to become autonomous learners Motivation
  • 14. Practical Techniques for Self Reflection Traffic Lights (Colleagues-what do you think this means?)
  • 15. Practical Techniques for Self Reflection Students self assess by Traffic Lights green-confidence of what was learned yellow-ambivalence red-has not learned
  • 16. Practical Techniques for Self Reflection Students self assess by Red/Green CD’s
  • 17. Practical Techniques for Self Reflection Students self assess by colored cups green-starts off understanding yellow-teacher going too fast red-if student wants to ask question
  • 18. Practical Techniques for Self Reflection Students self assess by learning portfolios display latest and best WIKI’s
  • 19. Practical Techniques for Self Reflection Students self assess by learning logs Today I learned... I was surprised by... I was interested in... One thing I am not sure about... What I liked most was...
  • 20. What do you think?
  • 21. What do you do?