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EXE 502 Modules 8 and 9
- 3. 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)
- 4. Self-Regulated Learning • Multi-faceted construct – Motivation – Self-efficacy – Competence • Self-regulation of achievement (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)
- 5. 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
- 6. 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
- 7. Research Tells Us… When the learning environment provides: Opportunities for help-seeking from resources, peers, and teacher (e.g. small group instruction and differentiation) Students Engage in Self-Regulated Learning Behaviors
- 8. 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
- 9. 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
- 10. 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
- 11. • 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)
- 12. Environments that Support Self-Regulated Learning
- 14. 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?
- 15. Self-Reflection ● 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?
- 16. Average = 9 hrs/day
- 17. Measuring Time on Task
- 19. SET A GOAL TAKE A BREAK STAY ON TARGET REWARD YOURSELF
- 20. • 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 Environmental Organizational Strategies
- 21. • 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… Environmental Organizational Strategies
- 22. Environmental Organizational Strategies • 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
- 23. Activity Time: Meme in Relation to the World
- 27. © Angela Housand, 2013
- 31. 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
- 32. 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
- 33. 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)
- 34. 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
- 35. 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”
- 36. 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
- 37. 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
- 38. 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
- 39. 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
- 40. Breathe • Explicitly teach and practice breathing techniques • Focus on exhaling • Sigh… • Remember to breath in through the nose!
- 41. Mindfulness: Practice of Being Present • Pick a location • Choose a seat
- 42. Mindfulness: Practice of Being Present • Posture – Relaxed and Upright – A string? – A tree?
- 43. Mindfulness: Practice of Being Present • Wandering Mind? Bring it back. • Watch the breath – Baby Bear Attention – Not “making” it happen but “letting” it happen
- 44. Mindfulness: Practice of Being Present • Witness Thoughts • Let Go – not of the thoughts, but rather the judgment • Seeking acceptance of what is
- 45. Mindfulness: Practice of Being Present Practice Daily 10-15 Minutes 20-30 Minutes 45-60 Minutes
- 46. Mindset Dr. Carol Dweck: Fixed Mindset vs. Growth Mindset
- 47. Mindset Fixed Mindset: Believe traits are fixed or unchangeable Quantity of talent or intelligence finite
- 48. Mindset Growth Mindset: Believe traits can be developed w/ effort Accomplishment comes from practice and learning
- 49. Thinking about Thinking Students must think about how the way they think and what they think affects their success.
- 50. 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
- 56. It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all. In which case, you fail by default. J.K. Rowling
- 57. I have not failed 1000 times… -Thomas Edison
- 58. I have not failed 1000 times… I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison
- 62. Persevere Pivot
- 67. Risk Taking
- 69. Increased Sense of Control
- 75. Skills to Manage Anxiety & Overcome Fears
- 76. 5 Categories of Risk Intellectual Social Emotional Physical Spiritual
- 77. Systematic Risk-Taking • Understand benefits of risk-taking • Self-Assess for risk categories • Identify personal needs • Determine risk to take • Take the risk • Process the risk experience (Neihart, 1999)
- 82. False praise can be as harmful as no praise!
- 86. Diminishes Value of Authentic Praise
- 89. Dream BIG and dare to FAIL.
- 92. Don’t settle for mediocrity. You don’t want to be left wondering if you could have done more...
- 93. 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