Helping Students Self-Regulate for Success - Counselors


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Helping Students Self-Regulate for Success - Counselors

  1. 1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success<br />Angela M. Housand<br />University of North Carolina, Wilmington<br /><br />
  2. 2.<br />
  3. 3. 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 />
  4. 4. 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 />
  5. 5. Do you know this student?<br />
  6. 6. How can we, as educators, help students take personal initiative in the process of learning?<br />
  7. 7. How can we help students to be responsible for their learning?<br />
  8. 8. How can we give students the power to achieve their potential?<br />
  9. 9. 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 />
  10. 10. 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 />
  11. 11. 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 />
  12. 12. 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 /><br />
  13. 13. 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 />
  14. 14. Gifted students tend to be more self-regulated than their average performing peers.<br />Self-Regulated Learners<br />(Zimmerman & Martinez-Pons, 1990)<br />
  15. 15. 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 />
  16. 16. 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 />
  17. 17. 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 />
  18. 18. 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 />
  19. 19. 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 />
  20. 20. 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 />
  21. 21. 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 />
  22. 22. 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 />
  23. 23. 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 />
  24. 24. Feeling in Control of the Learning Process<br />
  25. 25. Cyclical and Ongoing<br />
  26. 26. 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 />
  27. 27. 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 />
  28. 28. 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 />
  29. 29. 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 />
  30. 30. Volitional Control<br /><ul><li>Set clear expectations in advance
  31. 31. Provide reminders
  32. 32. 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
  33. 33. Systems for recurring activities
  34. 34. Restroom / Drink
  35. 35. Library
  36. 36. Opportunities for monitoring behavior</li></li></ul><li>Volitional Control<br /><ul><li>Opportunities for help-seeking other than teacher
  37. 37. Peers
  38. 38. Classroom resources (e.g. dictionary)
  39. 39. Computer with internet access</li></li></ul><li>Person Environment Fit<br />Person / Environment fit is the degree to which a person or their personality is compatible with their environment<br />
  40. 40. Good Environmental Fit Occurs When:<br />A person adjusts to their surroundings<br />AND<br />Adapts the environment to fit their needs<br />
  41. 41. Strategy Instruction<br /><ul><li>Ask open-ended questions
  42. 42. Wait for the answer
  43. 43. Be explicit in strategy instruction
  44. 44. Domain specific
  45. 45. Self-regulated learning
  46. 46. Higher order thinking!</li></li></ul><li>Organizational Strategies<br />Keep a “TO DO” List<br />Prioritize<br />Completion check box<br />Deadline driven<br />Revised regularly<br />Google Tasks<br />
  47. 47.
  48. 48.
  49. 49. 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 />
  50. 50. Organizational Strategies<br />Notebook in the Cloud<br />Diigo<br />Google Docs<br />Google Calendar<br />
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  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 is 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. (Eduventures)<br />
  60. 60. Infrastructure<br />
  61. 61. Infrastructure<br />
  62. 62. Infrastructure<br />
  63. 63.
  64. 64. Give them time to manage their world…<br />
  65. 65. Technology Should...<br />Enable NOT Disable<br />
  66. 66. 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 />
  67. 67. 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 />
  68. 68. Competence…<br />The state or quality of being adequately or well qualified.<br />The ability to be successful.<br />
  69. 69. Self-Efficacy<br />An individual’s personal judgment of his or her own ability to succeed.<br />
  70. 70. 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 />
  71. 71. Increasing Self-efficacy<br />Past performance<br />Vicarious experiences (observing others perform)<br />Verbal persuasion <br />Physiological cues<br />
  72. 72. 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 />
  73. 73. 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 />
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  76. 76. 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 />
  77. 77. Specific<br />Measurable<br />Attainable<br />Realistic<br />Time-bound<br />
  78. 78. 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 />
  79. 79. 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 />
  80. 80. 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 />
  81. 81. What is your personal definition of success?<br />
  82. 82. 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 />
  83. 83. 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 />
  84. 84. 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 />
  85. 85. 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 />
  86. 86. 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 />
  87. 87. Goal Attainment is not luck, it is work and it takes time.<br />
  88. 88. "Happiness does not come from doing easy work but from the afterglow of satisfaction that comes after the achievement of a difficult task that demanded our best."<br />-Theodore Isaac Rubin<br />
  89. 89. 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 />
  90. 90.<br />
  91. 91. 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 />
  92. 92. Self-Reflection<br /><ul><li>Did I accomplish what I planned to do?
  93. 93. Was I distracted and how did I get back to work?
  94. 94. Did I plan enough time or did it take longer than I thought?
  95. 95. In which situation did I accomplish the most work?</li></li></ul><li>Motivation<br />To be motivated means to be moved to do something<br />
  96. 96. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  97. 97. Internalizing Motivation:External Regulation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  98. 98. Internalizing Motivation:Introjection<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  99. 99. Internalizing Motivation:Identification<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  100. 100. 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 />
  101. 101. Internalizing Motivation:Integration<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  102. 102. Internalizing Motivation<br />Amotivation<br />Intrinsic Motivation<br />(Deci & Ryan, 1995; Ryan & Deci, 2000)<br />
  103. 103. “From the standpoint of the child…he is unable to apply in daily life what he is learning at school. That is the isolation of the school - its isolation from life.”<br />John Dewey<br />
  104. 104. Moving Forward<br />
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  109. 109.
  110. 110. 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 />
  111. 111. Failure is Part of the Learning Process<br />
  112. 112. P<br />Thomas Edison<br />
  113. 113. 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 />
  114. 114. All great achievements require time…<br />-Maya Angelou<br />
  115. 115. Achievement results from work realizing ambition.<br />-Adam Ant<br />
  116. 116. Even highly <br />self-regulated students…<br />
  117. 117. Even highly <br />self-regulated students…<br />…need support!<br />
  118. 118. Questions?<br />
  119. 119. Thank You!<br />