Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success<br />Angela M. Housand<br />Univers...
angelahousand.com<br />
Topics for the Week<br />Day 1:  Overview & Research on<br />			Learning Environments<br />Day 2:  Getting Organized<br />...
Create a classroom environment to support student engagement and responsibility in the learning process<br />Specific reso...
Parent Email<br />My son is so bright that he doesn’t really have to work at understanding his lessons in class, etc., the...
Parent Email<br />Although my daughter is in a gifted program, what she is doing doesn’t begin to challenge her.  She seem...
Do you know this student?<br />
How can we, as educators, help students take personal initiative in the process of learning?<br />
How can we help students to be responsible for their learning?<br />
How can we give students the power to achieve their potential?<br />
Active engagement in the learning process produces increases in academic performance.<br />(Ablard & Lipschultz, 1998; Ame...
Self-Regulated Learning<br />	Students are self-regulated when they are, “metacognatively, motivationally, and behaviorall...
Self-Regulated Learning<br />Multi-faceted construct<br />Motivation<br />Self-efficacy<br />Competence<br />Self-regulati...
Self-Regulated Learners<br />Compared with low achieving students, high achievers more frequently: <br />Set specific lear...
IndividualFactors<br />Personal Effort<br />Intrinsic Motivation<br />Goal Orientation<br />Self-efficacy<br />Age<br />Ge...
	Gifted students tend to be more self-regulated than their average performing peers.<br />Self-Regulated Learners<br />(Zi...
Self-Regulated Learners<br />There still exists a large degree of variation among gifted students in their use of strategi...
Self-Regulated Learners<br />	This variation may explain why some gifted students become highly productive, contributing m...
A<br />     lthough there are many possible explanations for why one could fail, effort and ability are the most likely ca...
S<br />Quality of Work<br />Quality of Work<br />Ability<br />Effort<br />R2 = .66<br />R2 = .63<br />R2 = .11<br />Qualit...
Having a mastery goal orientation explains a lot of the variation in self-regulated learning<br />Goal Orientation<br />(A...
A low performance goal orientation was correlated with low use of self-regulated learning strategies<br />Goal Orientation...
In other words, if they have low expectations of themselves, they do not engage in the behaviors that lead to success.<br ...
PowerfulLearning Environments<br />
http://www.21stcenturyskills.org/<br />
Learning and Innovation Skills<br />Creativity and Innovation<br />Critical Thinking and Problem Solving<br />Communicatio...
21st Century Learning Environments<br />Creates learning practices, human support, and physical environments that will sup...
21st Century Learning Environments<br />Supports expanded community and international involvement in learning, both face-t...
21st Century Learning Environments<br />Supports professional learning communities that enable educators to collaborate, s...
Person Environment Fit<br />Person / Environment fit is the degree to which a person or their personality is compatible wi...
Good Environmental Fit Occurs When:<br />A person adjusts to their surroundings<br />AND<br />Adapts the environment to fi...
Sternberg’s Theory of Intelligence<br />3 Aspects of the Individual:<br />The Internal World<br />Experience and Past Lear...
Sternberg’s Theory of Intelligence<br />
Sternberg’s Theory of Intelligence<br />
Sternberg’s Theory of Intelligence<br />
Students<br />Parents<br />Varied Experiences<br />Teachers<br />Administrators<br />
School of One<br />Tracks student progress<br />Combines progress data with students’ learning profiles, needs, and availa...
School of One<br />Instead of preparing whole-class lessons<br />Scheduling is individualized<br />Each student receives h...
Individualized Education<br />
School of One<br />
School of One<br />
School of One<br />
School of One<br />
Research Tells Us…<br />When the learning environment provides:<br />	Opportunities for help-seeking from resources, peers...
Environmental Implications<br />Classroom Design<br />
Three Categories ofSelf-Regulation Strategies<br />Personal:<br />	How a student organizes and interprets information<br /...
Personal SR Strategies<br />Organizing and transforming information<br />Outlining<br />Summarizing<br />Rearranging mater...
Personal SR Strategies<br />Organizing and transforming information<br />Outlining<br />Summarizing<br />Rearranging mater...
Organizational Strategies<br />The Study Environment<br />Create specific place for homework/study<br />Location should be...
Organizational Strategies<br />Organize Supplies<br />Develop a checklist of supplies for home and school<br />Students sh...
Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Rev...
Organizational Strategies<br />Notebooks – NO MORE<br />Loose Leaf Binders with dividers<br />Make a schedule for checking...
Organizational Strategies<br />Notebook in the Cloud<br />Diigo<br />Google Docs<br />Google Calendar<br />
Organizational Strategies<br />No Need for Modifications! <br />	Successful for Underachievers<br />A copy at home<br />Le...
Honor Diversity of Style<br />Help students find an organizational system the fits their “style”<br />Encourage them to de...
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Infrastructure<br />
Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Use Systems Thinking:<br...
Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Make Judgments & Decisio...
Personal SR Strategies<br />Self-monitoring – Personal<br />Communication<br />Reflection logs/Journals<br />Weekly self-e...
Personal SR Strategies<br />Self-monitoring – Academic<br />Lists of errors made<br />Reflection on strategy use<br />Self...
Research Tells Us…<br />When the learning environment provides:<br />	Opportunities for students to participate in the pro...
Writing Prompt<br />I would like to improve…<br />Some people are unhappy with…<br />I want to learn more about…<br />An i...
Personal SR Strategies<br />Goal setting and planning<br />Sequencing, timing, and completing<br />Time management<br />Pa...
Goal Setting<br />Challenges students to give their efforts a preplanned direction<br />Take responsibility for the key ev...
Specific<br />Measurable<br />Attainable<br />Realistic<br />Time-bound<br />
	Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.<br />
	Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.<br />Th...
Unrealistic Goals<br />Goals set by other people<br />May be in conflict with student values, beliefs, or desires<br />Ins...
Insufficient Goals<br />Fear of Failure<br />Fear prevents risk taking<br />Failure is a positive: shows where room for im...
The greater danger for most of us <br />lies not in setting our aim too high <br />and falling short; <br />but in setting...
What is your personal definition of success?<br />
PersonallyMeaningful<br />Tied to Student’s Identity<br />Personally Interesting<br />Integral to the Student’s Vision of ...
What Kind of Goal?<br />Artistic<br />What do you want to create, invent, form, generate, or make?<br />Attitude<br />Is t...
What Kind of Goal?<br />Academic<br />What level do you want to reach in school?<br />What do you want to accomplish that ...
What Kind of Goal?<br />Family<br />How do you want to be seen by your parents or by other members of your family?<br />Ph...
Staying the Course<br />Periodically review goals and modify to reflect changing priorities and experience<br />Involve ot...
Goal Attainment is not luck, it is work and it takes time.<br />
"Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a...
Attainment<br />Measure and take pride in the achievement of goals<br />Demonstrates forward progress<br />Celebrate and e...
Goal Setting Plan(Based on Heacox, 1991)<br />1. What is one area of your class performance that you really want to improv...
What school related goals would you like to work toward during the next grading period?<br />a. <br />b.<br />c.<br />Duri...
Goalforit.com<br />
Planning and Self-Monitoring<br />What skills do I need to achieve this?<br />What help or assistance do I need?<br />What...
Personal SR Strategies<br />Keeping records<br />Note-taking<br />Recording marks<br />Portfolio<br />Drafts of assignment...
Self-Reflection<br /><ul><li>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?</li></li></ul><li>Student keeping a record<br />Student tracking progre...
Student reflection on reading<br />Student participation in assessment and review<br />Explicit strategy instruction<br />...
Competence…<br />The state or quality of being adequately or well qualified.<br />The ability to be successful.<br />
Autonomy<br />	The more autonomous (self-determined) a person believes their behavior to be the greater the personal satis...
The Program<br />Elementary – 5th Grade<br />Enrichment pull-out program<br />Environmental science focus<br />Coastal reg...
10 Fifth Grade Students<br /><ul><li>Gender
6 female
4 male
Identified
7 formal district procedures
3 teacher recommendation
Ethnic Diversity
6 European-white
2 Latino
2 African American</li></li></ul><li>Complete Autonomy to:<br /><ul><li>Engage in high-level content and real world learni...
Research and critically examine the impacts of regional growth on complex ecosystems</li></li></ul><li>Complete Autonomy t...
Communicate and collaborate via the Internet with students from Norway</li></li></ul><li>The Instructor<br />PhD in Gifted...
Connection to Norway<br />Gifted students<br />Advanced contact and planning between instructors<br />Surrounded by simila...
The Researcher<br />27 visits<br />February through June<br />Exploratory study looking for emerging themes<br />Non-parti...
What happened?<br />
Major Finding<br />Difficulty accessing technology<br />Insufficient access to the internet<br />Too few computers in clas...
Inadequate technology may have contributed to the failure of effectively creating a dynamic learning community with studen...
Technology Should...<br />Enable NOT Disable<br />
Think Mobility<br />
One<br />Laptop per<br />Child<br />
(Eduventures)<br />
Major Finding<br />Differentiated Instruction<br />Instruction varied by learning style, process, and product<br />Almost ...
Personal Initiative<br />
Autonomy<br />	The more autonomous (self-determined) a person believes their behavior to be the greater the personal satis...
Major Finding<br />Self-advocacy and Self-promotion<br />Certain students emerged as leaders<br />Lead to distractions<br ...
Equal Opportunity<br /><ul><li>Be systematic
Encourage shy/quiet students
Provide opportunities for written responses or idea generation
Provide different kinds of leadership roles</li></li></ul><li>Research Tells Us…<br />When the learning environment provid...
Volitional Control<br /><ul><li>Set clear expectations in advance
Provide reminders
Bring students attention to their behavior when they lose self-regulation</li></li></ul><li>Complex Tasks<br /><ul><li>Giv...
During the process
For completion
Require student reflection
Progress
Process</li></li></ul><li>Your Classroom<br /><ul><li>Keep it organized
Have students be responsible for cleaning up after themselves
Elect student for organizational management</li></li></ul><li>Model the Behaviors You Want to See<br />Organization<br />M...
Teachers Make the Difference!<br />
Blocks to Feeling in Control<br />Motivated self-deception<br />Denying a state exists to reduce anxiety<br />“Oh, that is...
Blocks to Feeling in Control<br />Accessibility difficulties<br />More processing required to form an attitude, more apt t...
Student Ownership<br />Require students to own their feelings<br />“I feel angry” vs. “You made me mad”<br />Verbs instead...
Being in the Moment<br />Can you change the past?<br />What are you doing now that is working? How can you do more of the ...
Influence<br />On a clean sheet of paper, list the past five years vertically (2007, 2006…).<br />Next to each year, list ...
Significant Influence<br />When you reflect on your experience, do you find that you had more control than you thought?<br...
Self-Efficacy<br />An individual’s personal judgment of his or her own ability to succeed.<br />
Self-efficacy influences:<br />What activities we select<br />How much effort we put forth<br />How persistent we are in t...
Increasing Self-efficacy<br />Past performance<br />Vicarious experiences (observing others perform)<br />Verbal persuasio...
EMPOWER STUDENTS<br />
Research Tells Us…<br />When the learning environment provides:<br />	Complex tasks that extend over time, allow for varia...
“From the standpoint of the child…he is unable to apply in daily life what he is learning at school.  That is the isolatio...
How does one engagestudents authentically?<br />	Present students with real-world challenges that require them to apply th...
How does one engagestudents authentically?<br />	Have students engage problems in the same ways that professionals in the ...
Facilitating Authentic Investigation<br />Assess, Find, or Create Student Interests<br />Conduct Interviews to Determine I...
Facilitating Authentic Investigation<br />Work with Students to Locate Resources<br />Provide Methodological Assistance (L...
Facilitating Authentic Investigation<br />Identify Final Products and Audiences <br />Offer Encouragement, Praise, and Con...
Research Tells Us…<br />When the learning environment provides:<br />Complex tasks that extend over time, allow for variat...
Complex Tasks<br /><ul><li>Students responsible for classroom
Cleaning / Organizing
Classroom set-up
Jobs that extend over time
Jobs rotate less frequently
Choice of jobs
Decision-making within job</li></li></ul><li>Complex Tasks<br /><ul><li>Give students a purpose for the task
During the process
For completion
Require student reflection
Progress
Process</li></li></ul><li>Cyclical and Ongoing<br />
What will I need to work on my project?<br />Where will I work?<br />Who will I work with?<br />What might hinder my proce...
Am I accomplishing what I planned?<br />Is this taking longer than I thought?<br />Am I on task or am I being distracted?<...
Did I accomplish what I planned to do?<br />Was I distracted and how did I get back to work?<br />Did I plan enough time o...
Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Solve Problems:<br />Ide...
Problem Solving<br />Is able to identify the problem<br />Different or unique approaches to a challenge<br />Does not stop...
                      <br />PROBLEM SOLVING FOR GOAL SETTING<br />AND DECISION MAKING<br />Step 1:  State the problem.<br ...
Communication and Collaboration<br />21st Century Skills<br />Learning and Innovation<br />Collaborate with Others:<br />E...
Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Think Creatively:<br />Elaborate, re...
Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Work Creatively with Others:<br />Vi...
I<br />nterests<br />C<br />hoices<br />E<br />xplorations<br />
Classroom Opportunities for Self-Regulated Learning<br />Group Projects <br />Buddy Reading<br />Literature Circles<br />I...
Independent Projects<br />Ask the question:<br />Will you be able to stay interested in this topic for an extended period ...
The first requisite<br />of success is the <br />ability to apply your <br />physical and mental <br />energies to one <br...
Independent Projects<br />Website Resources: <br />	http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html...
Independent Projects<br />Website Resources <br />Management Plan<br />
Independent Projects<br />Website Resources <br />Wizard Project Maker<br />
Timeline:<br /><ul><li>Start Date
Completion Date
Progress Report Dates</li></ul>Project Description:<br />What do you hope to find out or learn?<br />
Intended Project(s):<br /><ul><li>In what ways will you share your work?
How, when, and where     will you share and communicate the results of your project with other people?</li></ul>What Forma...
Getting Started:<br />What skills, resources and materials will I need?<br />Who is the intended audience?<br />
Environmental Implications<br />Transforming Learners<br />
You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
You Know its Working When…<br />Most students start to work without any reminders beyond the initial directions.<br />The ...
You Know its Working When…<br />The activity choices offered demonstrate responsiveness to specific student interests and ...
You Know its Working When…<br />Most students demonstrate visible enthusiasm and task commitment for their chosen activity...
PowerfulLearning and Teaching<br />
Research Tells Us…<br />When the learning environment provides:<br />	Explicit strategy instruction, both domain specific ...
Strategy Instruction<br /><ul><li>Ask open-ended questions
Wait for the answer
Be explicit in strategy instruction
Domain specific
Self-regulated learning
Higher order thinking!</li></li></ul><li>Open Ended Questions: A Resource<br />
SEM-R Bookmarks<br />
Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Implement Innovations:<br />Act on c...
Henegar 2005<br />
Agents of Learning<br />
Research Tells Us…<br />When the learning environment provides:<br />	Choice and volitional control over processes, timing...
Volitional Control<br /><ul><li>Set clear expectations in advance
Provide reminders
Bring students attention to their behavior when they lose self-regulation</li></li></ul><li>Volitional Control<br /><ul><l...
Systems for recurring activities
Restroom / Drink
Library
Opportunities for monitoring behavior</li></li></ul><li>SEM-R<br />Three Phase Reading Enrichment Program<br />Extension o...
Ground Rules for SIR<br />You must have a book to read<br />If you aren’t enjoying a book and have given it a fair chance,...
Behavioral SR Strategies<br />Self-evaluating<br />What does the teacher want me to do?<br />What do I want out of it?<br ...
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Confratute Helping Students Self-Regulate

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For students to be 21st Century Learners, they must be able to self-regulate their behavior in digital environments and classrooms as well as initiate the learning process for themselves.

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  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
  • The Brooklyn and Staten Island : Large Group Instruction OR Support Students Working IndividuallyQueens: Large Group / long tables and smart board or divided to work with 2 groups concurrentlyBronx, Ellis Island, The Met, and the United Nations : Small Group Instruction
  • Confratute Helping Students Self-Regulate

    1. 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success<br />Angela M. Housand<br />University of North Carolina, Wilmington<br />housanda@uncw.edu<br />Confratute 2010 at University of Connecticut<br />Storrs, CT<br />
    2. 2. angelahousand.com<br />
    3. 3. Topics for the Week<br />Day 1: Overview & Research on<br /> Learning Environments<br />Day 2: Getting Organized<br />Day 3: Agents of Learning<br /> Goal Setting & SRL Strategies<br />Day 4: Personal Initiative<br /> Wrap-up and Closure<br />
    4. 4. Create a classroom environment to support student engagement and responsibility in the learning process<br />Specific resources and examples for your use and adaptation<br />Digital native support to increase students’ self-regulation and organization<br />Why This Strand?<br />
    5. 5. Parent Email<br />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.<br />
    6. 6. Parent Email<br />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?<br />
    7. 7. Do you know this student?<br />
    8. 8. How can we, as educators, help students take personal initiative in the process of learning?<br />
    9. 9. How can we help students to be responsible for their learning?<br />
    10. 10. How can we give students the power to achieve their potential?<br />
    11. 11. Active engagement in the learning process produces increases in academic performance.<br />(Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985, 1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)<br />
    12. 12. Self-Regulated Learning<br /> Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.”<br />(Zimmerman 1989, p. 329)<br />
    13. 13. Self-Regulated Learning<br />Multi-faceted construct<br />Motivation<br />Self-efficacy<br />Competence<br />Self-regulation of achievement<br /> (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)<br />
    14. 14. Self-Regulated Learners<br />Compared with low achieving students, high achievers more frequently: <br />Set specific learning goals<br />Use a variety of learning strategies<br />Self-monitor<br />Adapt their efforts systematically<br />www.gifted.uconn.edu/siegle/selfregulation/section4.html<br />
    15. 15. IndividualFactors<br />Personal Effort<br />Intrinsic Motivation<br />Goal Orientation<br />Self-efficacy<br />Age<br />Gender<br />(Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)<br />
    16. 16. Gifted students tend to be more self-regulated than their average performing peers.<br />Self-Regulated Learners<br />(Zimmerman & Martinez-Pons, 1990)<br />
    17. 17. Self-Regulated Learners<br />There still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.<br />(Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)<br />
    18. 18. Self-Regulated Learners<br /> This variation may explain why some gifted students become highly productive, contributing members of society and others are in danger of underachievement. <br />
    19. 19. A<br /> lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report.<br />– Good & Brophy<br />
    20. 20. S<br />Quality of Work<br />Quality of Work<br />Ability<br />Effort<br />R2 = .66<br />R2 = .63<br />R2 = .11<br />Quality of Work<br />Quality of Work<br />Effort<br />R2 = .52<br />Ability<br />Teacher Rating of Students<br />Student Self-Rating<br />(Siegle & McCoach)<br />
    21. 21. Having a mastery goal orientation explains a lot of the variation in self-regulated learning<br />Goal Orientation<br />(Ablard & Lipschultz, 1998) <br />
    22. 22. A low performance goal orientation was correlated with low use of self-regulated learning strategies<br />Goal Orientation<br />(Ablard & Lipschultz, 1998) <br />
    23. 23. In other words, if they have low expectations of themselves, they do not engage in the behaviors that lead to success.<br />Goal Orientation<br />(Ablard & Lipschultz, 1998) <br />
    24. 24. PowerfulLearning Environments<br />
    25. 25. http://www.21stcenturyskills.org/<br />
    26. 26. Learning and Innovation Skills<br />Creativity and Innovation<br />Critical Thinking and Problem Solving<br />Communication and Collaboration<br />21st Century Skills<br />Learning and Innovation<br />
    27. 27. 21st Century Learning Environments<br />Creates learning practices, human support, and physical environments that will support the teaching and learning of 21st century skill outcomes.<br />Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work).<br />
    28. 28. 21st Century Learning Environments<br />Supports expanded community and international involvement in learning, both face-to-face and online.<br />Allows equitable access to quality learning tools, technologies and resources.<br />
    29. 29. 21st Century Learning Environments<br />Supports professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice.<br />Provides 21st century architectural and interior designs for group, team and individual learning.<br />
    30. 30. Person Environment Fit<br />Person / Environment fit is the degree to which a person or their personality is compatible with their environment<br />
    31. 31. Good Environmental Fit Occurs When:<br />A person adjusts to their surroundings<br />AND<br />Adapts the environment to fit their needs<br />
    32. 32. Sternberg’s Theory of Intelligence<br />3 Aspects of the Individual:<br />The Internal World<br />Experience and Past Learning<br />External World<br />
    33. 33. Sternberg’s Theory of Intelligence<br />
    34. 34. Sternberg’s Theory of Intelligence<br />
    35. 35. Sternberg’s Theory of Intelligence<br />
    36. 36.
    37. 37. Students<br />Parents<br />Varied Experiences<br />Teachers<br />Administrators<br />
    38. 38. School of One<br />Tracks student progress<br />Combines progress data with students’ learning profiles, needs, and available instructional resources<br />Schedules activities for each student<br />
    39. 39. School of One<br />Instead of preparing whole-class lessons<br />Scheduling is individualized<br />Each student receives his or her own unique schedule each day<br />Focused on skills<br />
    40. 40. Individualized Education<br />
    41. 41. School of One<br />
    42. 42. School of One<br />
    43. 43. School of One<br />
    44. 44. School of One<br />
    45. 45. Research Tells Us…<br />When the learning environment provides:<br /> Opportunities for help-seeking from resources, peers, and teacher (e.g. small group instruction and differentiation) <br />Students Engage in Self-Regulated Learning Behaviors<br />
    46. 46. Environmental Implications<br />Classroom Design<br />
    47. 47. Three Categories ofSelf-Regulation Strategies<br />Personal:<br /> How a student organizes and interprets information<br />Behavioral<br /> Actions that a student takes<br />Environmental<br /> Structuring of the physical environment and seeking<br />
    48. 48. Personal SR Strategies<br />Organizing and transforming information<br />Outlining<br />Summarizing<br />Rearranging materials<br />Highlighting<br />Flashcards<br />Draw pictures, diagrams, charts<br />Webs/mapping<br />
    49. 49. Personal SR Strategies<br />Organizing and transforming information<br />Outlining<br />Summarizing<br />Rearranging materials<br />Highlighting<br />Flashcards<br />Draw pictures, diagrams, charts<br />Webs/mapping<br />
    50. 50. Organizational Strategies<br />The Study Environment<br />Create specific place for homework/study<br />Location should be distraction-free<br />Set aside a specific time<br />Daily, regardless of whether there is homework or not<br />Supplies and resources available and accessible<br />
    51. 51. Organizational Strategies<br />Organize Supplies<br />Develop a checklist of supplies for home and school<br />Students should be involved with list development<br />Create a place for supplies<br />Help students think about the things they need on a routine basis<br />
    52. 52. Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Revised regularly<br />Google Tasks<br />
    53. 53. Organizational Strategies<br />Notebooks – NO MORE<br />Loose Leaf Binders with dividers<br />Make a schedule for checking notebooks and stick with it<br />Provide time in class!<br />Allow students with complete notebooks to work on something they enjoy while others are given time to organize<br />
    54. 54. Organizational Strategies<br />Notebook in the Cloud<br />Diigo<br />Google Docs<br />Google Calendar<br />
    55. 55. Organizational Strategies<br />No Need for Modifications! <br /> Successful for Underachievers<br />A copy at home<br />Learning contracts with student/teacher/parent<br />No Need for Assignment Log<br />Instruction time if VALUABLE!<br />Less need for positive reinforcement – technology is integrated<br />
    56. 56. Honor Diversity of Style<br />Help students find an organizational system the fits their “style”<br />Encourage them to develop their own systems<br />Allow trial and error: Have patience to give system ideas a fair chance<br />
    57. 57. Infrastructure<br />
    58. 58. Infrastructure<br />
    59. 59. Infrastructure<br />
    60. 60. Infrastructure<br />
    61. 61. Infrastructure<br />
    62. 62. Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Use Systems Thinking:<br />Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems<br />
    63. 63. Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Make Judgments & Decisions:<br />Reflect critically on learning experiences and processes<br />
    64. 64. Personal SR Strategies<br />Self-monitoring – Personal<br />Communication<br />Reflection logs/Journals<br />Weekly self-evaluations<br />Behavioral<br />Personal accomplishment<br />Self-assessment checklists and inventories<br />Time management<br />
    65. 65. Personal SR Strategies<br />Self-monitoring – Academic<br />Lists of errors made<br />Reflection on strategy use<br />Self-assessment checklists and inventories<br />Recording marks<br />Time-on-task analysis<br />Podcast or video<br />Discussion with teacher<br />
    66. 66. Research Tells Us…<br />When the learning environment provides:<br /> Opportunities for students to participate in the processes of goal-setting, tracking progress, and evaluating their own work<br />Students Engage in Self-Regulated Learning Behaviors<br />
    67. 67. Writing Prompt<br />I would like to improve…<br />Some people are unhappy with…<br />I want to learn more about…<br />An idea I would like to try…<br />Something I think would really make a difference is…<br />Something I would like to change is…<br />
    68. 68. Personal SR Strategies<br />Goal setting and planning<br />Sequencing, timing, and completing<br />Time management<br />Pacing<br />
    69. 69.
    70. 70.
    71. 71. Goal Setting<br />Challenges students to give their efforts a preplanned direction<br />Take responsibility for the key events that give form to their experience<br />Provides opportunity for reflection<br />
    72. 72. Specific<br />Measurable<br />Attainable<br />Realistic<br />Time-bound<br />
    73. 73. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.<br />
    74. 74. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.<br />Think:<br />Vygotsky & The Zone of Proximal Development<br />
    75. 75. Unrealistic Goals<br />Goals set by other people<br />May be in conflict with student values, beliefs, or desires<br />Insufficient Information<br />Need realistic understanding of what is being attempted<br />Always Expecting Best<br />Focus on raising student’s average performance and increasing consistency<br />
    76. 76. Insufficient Goals<br />Fear of Failure<br />Fear prevents risk taking<br />Failure is a positive: shows where room for improvement exists<br />Taking it “too easy”<br />Will not achieve anything of worth<br />
    77. 77. The greater danger for most of us <br />lies not in setting our aim too high <br />and falling short; <br />but in setting our aim too low, <br />and achieving our mark.<br />-Michelangelo<br />
    78. 78. What is your personal definition of success?<br />
    79. 79. PersonallyMeaningful<br />Tied to Student’s Identity<br />Personally Interesting<br />Integral to the Student’s Vision of the future<br />Viewed as Useful<br />(Eccles & Wigfield) <br />
    80. 80. What Kind of Goal?<br />Artistic<br />What do you want to create, invent, form, generate, or make?<br />Attitude<br />Is there any part of the way you behave that upsets you?<br />
    81. 81. What Kind of Goal?<br />Academic<br />What level do you want to reach in school?<br />What do you want to accomplish that you have not before?<br />Education<br />What information and skills will you need to achieve your current goal? Your future goals?<br />
    82. 82. What Kind of Goal?<br />Family<br />How do you want to be seen by your parents or by other members of your family?<br />Physical<br />Are there any athletic goals you want to achieve?<br />Do you want to create habits that lead to lifelong health?<br />
    83. 83. Staying the Course<br />Periodically review goals and modify to reflect changing priorities and experience<br />Involve others in the goal: Inform, discuss, and share<br />Engage with successful, motivated people who also set goals<br />Create a “Goals Collage”<br />
    84. 84. Goal Attainment is not luck, it is work and it takes time.<br />
    85. 85. "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."<br />-Theodore Isaac Rubin<br />
    86. 86. Attainment<br />Measure and take pride in the achievement of goals<br />Demonstrates forward progress<br />Celebrate and enjoy the satisfaction of achievement<br />Set a new goal<br />
    87. 87. Goal Setting Plan(Based on Heacox, 1991)<br />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.) <br />This goal is important to me because: <br />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.) <br />3. What steps do you need to reach your short-term goal? <br />4. What things or people might keep you from reaching your goal? These are your obstacles. <br />5. What can you do to get around your obstacles? These are your solutions. <br />7. What special materials or help do you need to reach your goal? These are your resources. <br />8. How will you reward yourself when you achieve your goal? These are your incentives. <br />9. How and when will you check on your progress toward your goal? Who will help you to check on your progress? <br />Checkpoint 1 Date: ____________________________________________________ <br />Checkpoint 2 Date: ____________________________________________________   <br />    I am committed to working toward achieving my short term goal.<br />Student's signature: Today's date: <br />Witness (Teacher's) signature:<br />
    88. 88. What school related goals would you like to work toward during the next grading period?<br />a. <br />b.<br />c.<br />During this school year?<br />a.<br />b.<br />After high school?<br />a.<br />b.<br />What personal goals would you like to achieve in the next six months?<br />a.<br />b.<br />c.<br />Within the next year or two?<br />a.<br />b.<br />How do you expect to achieve these goals?<br />a.<br />b.<br />c.<br />a.<br />b.<br />a.<br />b.<br />How do you hope to achieve these goals?<br />a.<br />b.<br />c.<br />a.<br />b.<br />Goal Setting or…<br />WHERE DO YOU WANT TO GO<br />AND<br />HOW DO YOU PLAN TO GET THERE?<br />From Motivating Achievers, Carolyn Coil, Pieces of Learning<br />
    89. 89. Goalforit.com<br />
    90. 90. Planning and Self-Monitoring<br />What skills do I need to achieve this?<br />What help or assistance do I need?<br />What resources do I need?<br />What can block progress?<br />Am I on task or am I being distracted?<br />
    91. 91.
    92. 92.
    93. 93.
    94. 94. Personal SR Strategies<br />Keeping records<br />Note-taking<br />Recording marks<br />Portfolio<br />Drafts of assignments<br />
    95. 95.
    96. 96. Self-Reflection<br /><ul><li>Did I accomplish what I planned to do?
    97. 97. Was I distracted and how did I get back to work?
    98. 98. Did I plan enough time or did it take longer than I thought?
    99. 99. In which situation did I accomplish the most work?</li></li></ul><li>Student keeping a record<br />Student tracking progress<br />Student assessment of goal attainment<br />Higher order thinking & metacognitive strategy use<br />
    100. 100. Student reflection on reading<br />Student participation in assessment and review<br />Explicit strategy instruction<br />Purpose for reading and goal setting<br />Efficacy building via specific feedback<br />
    101. 101. Competence…<br />The state or quality of being adequately or well qualified.<br />The ability to be successful.<br />
    102. 102. Autonomy<br /> The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.<br />
    103. 103. The Program<br />Elementary – 5th Grade<br />Enrichment pull-out program<br />Environmental science focus<br />Coastal region<br />Nearby lake and stream<br />
    104. 104. 10 Fifth Grade Students<br /><ul><li>Gender
    105. 105. 6 female
    106. 106. 4 male
    107. 107. Identified
    108. 108. 7 formal district procedures
    109. 109. 3 teacher recommendation
    110. 110. Ethnic Diversity
    111. 111. 6 European-white
    112. 112. 2 Latino
    113. 113. 2 African American</li></li></ul><li>Complete Autonomy to:<br /><ul><li>Engage in high-level content and real world learning focused on local, regional, and global contexts
    114. 114. Research and critically examine the impacts of regional growth on complex ecosystems</li></li></ul><li>Complete Autonomy to:<br /><ul><li>Apply skills of leadership, responsibility, productivity, and self-direction to achieve self-determined goals
    115. 115. Communicate and collaborate via the Internet with students from Norway</li></li></ul><li>The Instructor<br />PhD in Gifted Education<br />In depth knowledge of:<br />Dynamic learning communities<br />Curriculum for gifted and talented<br />Environmental science<br />
    116. 116. Connection to Norway<br />Gifted students<br />Advanced contact and planning between instructors<br />Surrounded by similar water bodies<br />Different climate<br />
    117. 117. The Researcher<br />27 visits<br />February through June<br />Exploratory study looking for emerging themes<br />Non-participatory<br />Non-instructional<br />
    118. 118. What happened?<br />
    119. 119. Major Finding<br />Difficulty accessing technology<br />Insufficient access to the internet<br />Too few computers in classroom<br />Inadequate computer hardware and software<br />iPhone used to circumvent school firewall<br />
    120. 120.
    121. 121. Inadequate technology may have contributed to the failure of effectively creating a dynamic learning community with students’ in Norway.<br />
    122. 122. Technology Should...<br />Enable NOT Disable<br />
    123. 123. Think Mobility<br />
    124. 124.
    125. 125. One<br />Laptop per<br />Child<br />
    126. 126. (Eduventures)<br />
    127. 127. Major Finding<br />Differentiated Instruction<br />Instruction varied by learning style, process, and product<br />Almost no whole group instruction<br />Student groups were self-selected<br />Increased student engagement when products and processes were authentic<br />
    128. 128. Personal Initiative<br />
    129. 129. Autonomy<br /> The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.<br />
    130. 130. Major Finding<br />Self-advocacy and Self-promotion<br />Certain students emerged as leaders<br />Lead to distractions<br />Impacted access to technology and tools<br />Impacted opportunities to contribute<br />Impacted group assignment<br />
    131. 131. Equal Opportunity<br /><ul><li>Be systematic
    132. 132. Encourage shy/quiet students
    133. 133. Provide opportunities for written responses or idea generation
    134. 134. Provide different kinds of leadership roles</li></li></ul><li>Research Tells Us…<br />When the learning environment provides:<br /> Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks<br />Students Engage in Self-Regulated Learning Behaviors<br />
    135. 135. Volitional Control<br /><ul><li>Set clear expectations in advance
    136. 136. Provide reminders
    137. 137. Bring students attention to their behavior when they lose self-regulation</li></li></ul><li>Complex Tasks<br /><ul><li>Give students a purpose for the task
    138. 138. During the process
    139. 139. For completion
    140. 140. Require student reflection
    141. 141. Progress
    142. 142. Process</li></li></ul><li>Your Classroom<br /><ul><li>Keep it organized
    143. 143. Have students be responsible for cleaning up after themselves
    144. 144. Elect student for organizational management</li></li></ul><li>Model the Behaviors You Want to See<br />Organization<br />Metacogntive Awareness<br />Goal Setting<br />Self-Reflection<br />
    145. 145. Teachers Make the Difference!<br />
    146. 146. Blocks to Feeling in Control<br />Motivated self-deception<br />Denying a state exists to reduce anxiety<br />“Oh, that is not due until next week.”<br />A month long project<br />Inaccurate verbalization<br />Convinced they feel something the do not<br />“I hate school!”<br />
    147. 147. Blocks to Feeling in Control<br />Accessibility difficulties<br />More processing required to form an attitude, more apt to lose track of what the attitude is<br />“I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”<br />
    148. 148. Student Ownership<br />Require students to own their feelings<br />“I feel angry” vs. “You made me mad”<br />Verbs instead of adjectives to describe feelings<br />“I am successful because I am smart.” vs. “I am successful because I work hard.”<br />
    149. 149. Being in the Moment<br />Can you change the past?<br />What are you doing now that is working? How can you do more of the same?<br />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?<br />
    150. 150. Influence<br />On a clean sheet of paper, list the past five years vertically (2007, 2006…).<br />Next to each year, list the most important event that occurred in your life during that year.<br />Estimate the percentage of control or influence you had over each event.<br />
    151. 151. Significant Influence<br />When you reflect on your experience, do you find that you had more control than you thought?<br />Students may feel that external forces control their lives.<br />Modify the exercise:<br />Last five months<br />Last five weeks<br />
    152. 152. Self-Efficacy<br />An individual’s personal judgment of his or her own ability to succeed.<br />
    153. 153. Self-efficacy influences:<br />What activities we select<br />How much effort we put forth<br />How persistent we are in the face of difficulties<br />The difficulty of the goals we set<br />
    154. 154. Increasing Self-efficacy<br />Past performance<br />Vicarious experiences (observing others perform)<br />Verbal persuasion <br />Physiological cues<br />
    155. 155.
    156. 156. EMPOWER STUDENTS<br />
    157. 157. Research Tells Us…<br />When the learning environment provides:<br /> Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural<br />Students Engage in Self-Regulated Learning Behaviors<br />
    158. 158. “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.”<br />John Dewey<br />
    159. 159. How does one engagestudents authentically?<br /> Present students with real-world challenges that require them to apply their relevant skills and knowledge.<br />
    160. 160. How does one engagestudents authentically?<br /> Have students engage problems in the same ways that professionals in the associated fields do.<br />
    161. 161. Facilitating Authentic Investigation<br />Assess, Find, or Create Student Interests<br />Conduct Interviews to Determine Interest Strengths<br />Problem Finding and Focusing <br />Formulate a Written Plan<br />
    162. 162. Facilitating Authentic Investigation<br />Work with Students to Locate Resources<br />Provide Methodological Assistance (Like the Pros) <br />Help Students Choose a Question <br />Offer Managerial Expertise <br />
    163. 163. Facilitating Authentic Investigation<br />Identify Final Products and Audiences <br />Offer Encouragement, Praise, and Constructive Criticism <br />Escalate the Process<br />Evaluate<br />
    164. 164. Research Tells Us…<br />When the learning environment provides:<br />Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural<br />Students Engage in Self-Regulated Learning Behaviors<br />
    165. 165. Complex Tasks<br /><ul><li>Students responsible for classroom
    166. 166. Cleaning / Organizing
    167. 167. Classroom set-up
    168. 168. Jobs that extend over time
    169. 169. Jobs rotate less frequently
    170. 170. Choice of jobs
    171. 171. Decision-making within job</li></li></ul><li>Complex Tasks<br /><ul><li>Give students a purpose for the task
    172. 172. During the process
    173. 173. For completion
    174. 174. Require student reflection
    175. 175. Progress
    176. 176. Process</li></li></ul><li>Cyclical and Ongoing<br />
    177. 177. What will I need to work on my project?<br />Where will I work?<br />Who will I work with?<br />What might hinder my process?<br />
    178. 178. Am I accomplishing what I planned?<br />Is this taking longer than I thought?<br />Am I on task or am I being distracted?<br />
    179. 179. Did I accomplish what I planned to do?<br />Was I distracted and how did I get back to work?<br />Did I plan enough time or did it take longer than I thought?<br />In which situation did I accomplish the most work?<br />
    180. 180. Critical Thinking and Problem Solving <br />21st Century Skills<br />Learning and Innovation<br />Solve Problems:<br />Identify and ask significant questions that clarify various points of view and lead to better solutions<br />Solve different kinds of non-familiar problems in both conventional and innovative ways <br />
    181. 181. Problem Solving<br />Is able to identify the problem<br />Different or unique approaches to a challenge<br />Does not stop with one answer<br />Thinks for self -- not swayed by opinion or answers of others<br />Identifies extraneous or missing information<br />Relates other information and experience to the problem<br />
    182. 182.                       <br />PROBLEM SOLVING FOR GOAL SETTING<br />AND DECISION MAKING<br />Step 1: State the problem.<br />Step 2: With at least one other person, brainstorm possible solutions to the problem. Remember, in brainstorming all ideas are accepted!<br />IDEAS<br />1.<br />2.<br />3.<br />4.<br />5.<br />6.<br />7.<br />8.<br />Step 3: Now write some positive points and some negative points about the ideas listed. In your list of ideas (above) put + for each positive idea and – for each negative idea.<br />Step 4: In the space below, write down the ideas you will try and when you will try them.<br /> IDEA TIME LINE<br />From Motivating Achievers, Carolyn Coil, Pieces of Learning<br />
    183. 183. Communication and Collaboration<br />21st Century Skills<br />Learning and Innovation<br />Collaborate with Others:<br />Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal<br />Assuming shared responsibility for collaborative work<br />
    184. 184. Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Think Creatively:<br />Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts<br />
    185. 185. Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Work Creatively with Others:<br />View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes<br />
    186. 186. I<br />nterests<br />C<br />hoices<br />E<br />xplorations<br />
    187. 187. Classroom Opportunities for Self-Regulated Learning<br />Group Projects <br />Buddy Reading<br />Literature Circles<br />Investigation Centers<br />Independent Projects<br />Renzulli Learning<br />
    188. 188. Independent Projects<br />Ask the question:<br />Will you be able to stay interested in this topic for an extended period of time?<br />
    189. 189. The first requisite<br />of success is the <br />ability to apply your <br />physical and mental <br />energies to one <br />problem without <br />growing weary.<br />-Thomas Edison<br />
    190. 190. Independent Projects<br />Website Resources: <br /> http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html<br />
    191. 191. Independent Projects<br />Website Resources <br />Management Plan<br />
    192. 192.
    193. 193. Independent Projects<br />Website Resources <br />Wizard Project Maker<br />
    194. 194. Timeline:<br /><ul><li>Start Date
    195. 195. Completion Date
    196. 196. Progress Report Dates</li></ul>Project Description:<br />What do you hope to find out or learn?<br />
    197. 197. Intended Project(s):<br /><ul><li>In what ways will you share your work?
    198. 198. How, when, and where will you share and communicate the results of your project with other people?</li></ul>What Format Will Your Project Take? <br />What will your product be?<br />
    199. 199.
    200. 200. Getting Started:<br />What skills, resources and materials will I need?<br />Who is the intended audience?<br />
    201. 201. Environmental Implications<br />Transforming Learners<br />
    202. 202. You must do the thing you think you cannot do.<br />-Eleanor Roosevelt<br />
    203. 203. You Know its Working When…<br />Most students start to work without any reminders beyond the initial directions.<br />The activity choices offered include open-ended options and complexity to extend the challenge of previous phases.<br />
    204. 204. You Know its Working When…<br />The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development.<br />The teacher provides verbal guidance and/or environmental reminders of self-regulation strategies for activities.<br />
    205. 205. You Know its Working When…<br />Most students demonstrate visible enthusiasm and task commitment for their chosen activity in Phase 3.<br />The teacher enhances Phase 3 activities through existing physical organization and ease of student access to resources.<br />
    206. 206. PowerfulLearning and Teaching<br />
    207. 207. Research Tells Us…<br />When the learning environment provides:<br /> Explicit strategy instruction, both domain specific and metacognitive strategy instruction<br />Students Engage in Self-Regulated Learning Behaviors<br />
    208. 208. Strategy Instruction<br /><ul><li>Ask open-ended questions
    209. 209. Wait for the answer
    210. 210. Be explicit in strategy instruction
    211. 211. Domain specific
    212. 212. Self-regulated learning
    213. 213. Higher order thinking!</li></li></ul><li>Open Ended Questions: A Resource<br />
    214. 214. SEM-R Bookmarks<br />
    215. 215. Creativity and Innovation <br />21st Century Skills<br />Learning and Innovation<br />Implement Innovations:<br />Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur <br />
    216. 216.
    217. 217. Henegar 2005<br />
    218. 218. Agents of Learning<br />
    219. 219. Research Tells Us…<br />When the learning environment provides:<br /> Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks<br />Students Engage in Self-Regulated Learning Behaviors<br />
    220. 220. Volitional Control<br /><ul><li>Set clear expectations in advance
    221. 221. Provide reminders
    222. 222. Bring students attention to their behavior when they lose self-regulation</li></li></ul><li>Volitional Control<br /><ul><li>Classroom structures that provide access to materials
    223. 223. Systems for recurring activities
    224. 224. Restroom / Drink
    225. 225. Library
    226. 226. Opportunities for monitoring behavior</li></li></ul><li>SEM-R<br />Three Phase Reading Enrichment Program<br />Extension of Joe Renzulli and Sally Reis’ Schoolwide Enrichment Model<br />Designed to promote enjoyment of reading and increase self-regulation in reading<br />
    227. 227.
    228. 228. Ground Rules for SIR<br />You must have a book to read<br />If you aren’t enjoying a book and have given it a fair chance, ask the teacher to help you choose a new one.<br />Remain in your reading area during SIR<br />Only reading is happening<br />Minimal quiet talking<br />Do your best reading the whole time<br />
    229. 229.
    230. 230.
    231. 231.
    232. 232.
    233. 233.
    234. 234.
    235. 235. Behavioral SR Strategies<br />Self-evaluating<br />What does the teacher want me to do?<br />What do I want out of it?<br />What did I learn today?<br />What did I do well?<br />What am I confused about?<br />What do I need to get help with?<br />What do I still need to do?<br />
    236. 236. McCoach Goals Worksheet<br />Directions:<br />Please complete all of the following sentences regarding the class that you are focusing on for this program.  There are no right or wrong answers.  Put down the first idea that comes into your head.  When you are done, give this form back to your teacher/counselor.   <br /> When I try hard in this class, it's because _________________________. <br /> I would spend more time on my schoolwork if  _________________________. <br /> If I do poorly in this class, then  ___________________________________. <br /> When I don't try hard in this class, it's because  ____________________. <br /> I would rather do ___________________ than do my work for this class. <br /> Doing well in this class will help me to  ________________________. <br /> Doing poorly in this class will keep me from  ________________________. <br /> This class is important because  ________________________________. <br /> The most interesting thing that I learned this year is _______________________. <br />The thing that I am most interested in learning more about is  ________________. <br />The most interesting thing that I learned in _______ class is _________________. <br />I feel best about myself when  _______________________________________. <br />I feel worst about myself when  _____________________________________. <br />I am most proud of  _____________________________________________. <br />I wish that I could  ______________________________________________. <br />When I grow up, I want to  ________________________________________.<br />I really value ___________________________________________________.<br />Note: The goal valuations interventions are based on the work of D. Betsy McCoach.<br />
    237. 237. Behavioral SR Strategies<br />Self-consequating<br />Treats to motivate (Self-reinforcement)<br />Delay of gratification<br />Arranging or imagining punishment<br />
    238. 238.
    239. 239.
    240. 240.
    241. 241. Motivation<br />To be motivated means to be moved to do something<br />
    242. 242. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    243. 243. Internalizing Motivation:External Regulation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    244. 244. Internalizing Motivation:Introjection<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    245. 245. Internalizing Motivation:Identification<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    246. 246. PersonallyMeaningful<br />Tied to Student’s Identity<br />Personally Interesting<br />Integral to the Student’s Vision of the future<br />Viewed as Useful<br />(Eccles & Wigfield) <br />
    247. 247. Internalizing Motivation:Integration<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    248. 248. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
    249. 249. Moving Forward<br />
    250. 250. www.gifted.uconn.edu/Siegle/<br />
    251. 251.
    252. 252.
    253. 253.
    254. 254.
    255. 255.
    256. 256. Encourage Risk Taking<br /> Resilience<br /> Perseverance<br />(Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)<br />
    257. 257. Failure is Part of the Learning Process<br />
    258. 258. P<br />Thomas Edison<br />
    259. 259. P<br />Thomas Edison<br />Teachers’ opinion: <br />“too stupid to learn.” <br />
    260. 260. P<br />Thomas Edison<br />Teachers’ opinion: <br />“too stupid to learn.” <br />Mistakes made for light bulb: 3,000<br />
    261. 261. P<br />Thomas Edison<br />Teachers’ opinion: <br />“too stupid to learn.” <br />Mistakes made for light bulb: 3,000<br />Total Lifetime Patents: <br />Priceless<br />
    262. 262. P<br />Thomas Edison<br />Teachers’ opinion: <br />“too stupid to learn.” <br />Mistakes made for light bulb: 3,000<br />Total Lifetime Patents: <br />1,093<br />
    263. 263. P<br />Thomas Edison<br />Teachers’ opinion: <br />“too stupid to learn.” <br />Mistakes made for light bulb: 3,000<br />Total Lifetime Patents: <br />Priceless<br />1,093<br />
    264. 264. All great achievements require time…<br />-Maya Angelou<br />
    265. 265. P<br />Walt Disney<br />was fired by a newspaper editor because “he had no good ideas.”<br />
    266. 266. P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />
    267. 267. P<br />Louisa May Alcott<br />was told by an editor that she would never write anything popular. <br />Little Women<br />is considered one of the the best American children’s books of the past 200 years.<br />
    268. 268. Achievement results from work realizing ambition.<br />-Adam Ant<br />
    269. 269. Results-<br />High levels of task engagement<br />Increased willingness to exert effort to attain desired outcomes<br />Process of learning becomes interesting and has value for the student<br />
    270. 270. Even highly <br />self-regulated students…<br />
    271. 271. Even highly <br />self-regulated students…<br />…need support!<br />
    272. 272. Questions?<br />
    273. 273. Thank You!<br />

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