This paper aims to explore and contribute to an understanding of how the psychological concept of self-regulatory focus (Higgins, 1997; 1998) is relevant to simulation and experiential learning in general, and classroom settings in particular. An overview of self-regulatory focus theory, which describes how people pursue pleasure and avoid pain, is presented. The implications of self-regulatory focus for setting goals and giving feedback are reviewed in light of previous findings related to motivation in each literature. Some practical applications and recommendations are offered for ABSEL educators. Overall, this paper asserts that ABSEL scholars would do well to be aware of the concept of self-regulatory focus in both the design and execution of simulation and experiential learning exercises.
Objectives of sales management are derived from the organizations marketing objectives.
Ultimate sales objective of an organisation is to have a decent growth in sales.
More specifically, sales management objectives can be grouped under:
Quantitative Objectives (Short-term)
Qualitative Objectives (Long-term)
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
PPT presentation by Matthew E. Poehner for the LARC/CALPER 2011-2014 Webinar Series on Language Assessment. Author discusses formative assessment and explains some aspects of dynamic assessment.
Objectives of sales management are derived from the organizations marketing objectives.
Ultimate sales objective of an organisation is to have a decent growth in sales.
More specifically, sales management objectives can be grouped under:
Quantitative Objectives (Short-term)
Qualitative Objectives (Long-term)
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Foreign Language Classroom Assessment in Support of Teaching and LearningCALPER
PPT presentation by Matthew E. Poehner for the LARC/CALPER 2011-2014 Webinar Series on Language Assessment. Author discusses formative assessment and explains some aspects of dynamic assessment.
Process of classroom questioning, Using Students’ Questions and Summarizations, Aiming for Critical and Higher-Level Thinking, Questioning Strategies, Convergent Strategy, Divergent Strategy, Evaluative Strategy, Reflective Strategy, Appropriate Questioning Behaviors, Framing Questions and Using Wait Times, Using Positive Prompting Techniques
and How Questioning Can Create a Dynamic Learning Environment.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Chapter 3 - Islamic Banking Products and Services.pptx
2013 ABSEL implications of regulatory focus theory
1. James Carlson
J. Duane Hoover
Ronald K. Mitchell
Texas Tech University
Implications of Regulatory Focus Theory
for Simulation and Experiential
Learning
March 7, 2013, ABSEL Conference in Oklahoma City, OK
2. Motivation in the classroom
Educational settings are highly complex environments (Davis
& Sumara, 2010).
• Interactions between teachers and students, students and the
environment, teachers and the environment, etc.
One of the variables that adds to the complexity of educational
processes is learner motivation (Colquitt, Lepine, & Noe,
2000)
• Impacts educational processes because it is related to how individuals
process tasks and to what extent they will pursue a task (Grimm,
Markman, Maddox, & Baldwin, 2008).
• Motivation varies between and within groups, and across time (Noe,
1986).
3. Experiential learning methods and simulations
(though superior to traditional, lecture-only
instruction methods) are impacted, for better or
worse, by learner motivation
So what is motivation?
• Historically, motivation for everyone has been
characterized as “approaching pleasure” and “avoiding
pain”
• Yet, if we all have the same basic motivations, why is there
so much variability in student motivation, within
classrooms, between classrooms, and over time?
Motivation in the classroom
4. Motivation, informedby Higgins’
Regulatory Focus Theory
Aim of Regulatory Focus Theory is “to move beyond
the simple assertion of the hedonic principle that
people approach pleasure and avoid pain.” (Higgins
1997: 1280)
Theory examines “how people approach pleasure and
avoid pain in substantially different strategic ways
that have major consequences” (Higgins 1997: 1280)
5. Regulatory Focus Theory: Overview
Different individuals can employ different strategies
to approach pleasure and avoid pain.
Broadly:
• A strategy of focusing on accomplishments and aspirations
is called a promotion focus
• A strategy of focusing on safety and responsibilities is
called a prevention focus.
Implication: “pleasure” and “pain” may not be the
same for everybody
Has received empirical support (Higgins, 1998;
Higgins et al 1994)
6. A Promotion Focus
If you have a promotion focus…
Self-regulation occurs in relation to ideals
Overarching goals are characterized as
accomplishments
Sensitivities toward positive outcomes
Success (pleasure) is thought of as a “gain”
Failure (pain) is thought of as a “non-gain”
• Sensitivity to the presence of positive outcomes
Strategies:
• Strive for gains, insure against errors of omission
Pursuit of goals characterized by eagerness
7. If you have a prevention focus…
Self-regulation occurs in relation to oughts (i.e.
duties, obligations)
Overarching goals are characterized as safety
Sensitivities toward negative outcomes
Success (pleasure) is thought of as a “non-loss”
Failure (pain) is thought of as a “loss”
• Sensitivity to the absence of negative outcomes
Strategies
• Correctly reject “losses”, insure against errors of comission
Pursuit characterized by vigilance
A Prevention Focus
8. Need Nurturance Security
Self-regulation occurs in
relation to
Ideals
(e.g. hopes, aspirations)
Oughts
(e.g. duties, obligations)
Overarching goal Accomplishment Safety
Focus of self-regulation Promotion Prevention
Sensitivities toward Positive outcomes Negative Outcomes
Success (pleasure) Gains
(i.e. presence of positive
outcomes)
Non-losses
(i.e. absence of negative
outcomes)
Failure (pain) Non-gains
(i.e. absence of positive
outcomes)
Losses
(i.e. presence of negative
outcomes)
Strategies†
Insure:
Insure against:
Pursuit characterized by:‡
Hits
Errors of omission
Eagerness
Correct Rejections
Errors of commission
Vigilance
*Unless otherwise noted, table created from summary of regulatory focus theory in Idson, Liberman, Higgins,
2000 (pp. 252–254). † Higgins, 1997 (p. 1285). ‡ Higgins, 2000 (p. 1219).
Regulatory Focus Theory: Summary
9. Implications
Understanding regulatory focus can help educators understand
student motivation, which can in turn empower educators to
design more effective learning experiences
Areas of particular relevance:
• Goals
• Feedback
10. Implications - Goals
Goal setting is central to motivational research (Elliot, 1999)
and is an inherent part of learning for students and teachers,
whether explicitly or implicitly
Goals can be either broad (“do well in this class”) or narrow
(“I want at least an 85 on this exam”).
Educators influence the mix of projects, assignments, exams,
and essays that form opportunities for setting goals
Educators also influence the framing of goals, i.e. whether the
goal is cast in terms of promotion or prevention
11. Implications - Goals
Achievement-motivation goals have been central to
educational research on approach-avoidance motivation and
learning (Ames & Archer, 1988; Dweck, 1986; Dweck &
Leggett, 1988; Elliott & Dweck, 1988)
Two types of achievement motivation goals exist:
• Performance goals (e.g. outperforming fellow students in Spanish
class)
• Mastery goals (e.g. becoming totally fluent in a foreign language)
Students are more likely to pursue a goal that fits with their
focus of self-regulation (i.e. prevention or promotion)
12. Implications - Feedback
Feedback is an inherent part of education (through grading,
etc.)
Feedback can also have important implications for motivation
Van-Dijk and Kluger (2004) found that self-regulatory focus
could explain the variability in individual motivation based on
feedback sign:
• Negative feedback will be more likely to be motivating to the
prevention-focused, and less motivating to the promotion-focused
• Positive feedback will be more likely to be motivating to the promotion-
focused, and less likely to be motivating to the prevention-focused
13. Value from Regulatory Fit
Regulatory fit is an experience that individuals have when the
means they use to pursue their goals match their regulatory
focus. (Higgins 2000, 2005, 2006).
Importantly, individuals tend to remember information that is
framed in a way that fits their regulatory focus (Higgins 1998)
• Implications for the delivery of class content and testing
14. Value from Regulatory Fit
Learning about student’s regulatory fit
• The most widely used instruments, the General Regulatory Focus
Measure (Lockwood, Jordan, & Kunda, 2002) and the Regulatory
Focus Questionnaire (RFQ - Higgins et al., 2001) are available for
free in their entirety.
• Could be completed as a “getting to know you” exercise
Look for promotion/prevention language in syllabi,
instructions to assignments, classroom discussion, student to
student interactions, student to teacher interactions, etc.
15. Other implications
Regulatory focus develops on a cultural level
• For example, students from North America more likely to be promotion
focused, whereas students from East Asia tend to be more prevention
focused
Goal attainment versus goal maintenance
• Attainment may be best served by the promotion focus
• Maintenance (i.e. continually performing at a certain level) may be
best served by a prevention focus
16. Discussion
Educators may do well to reflect on their own
regulatory focus, and the regulatory focus of the
different components
(e.g., simulations, activities, etc.) of their classes
Regulatory focus mis-match may be a fruitful
variable to consider when resolving
motivational, performance, or interpersonal problems
17. Discussion
While some argue that motivation is a concern that
lies outside the responsibility of teachers, teachers
should not inhibit motivation wherever possible
Greater alignment of regulatory foci has the potential
to increase progress for students in various avenues
It is possible that even entire schools or educational
philosophies are rooted in a certain regulatory
focus—most likely a prevention focus
• Easier to teach “oughts” than “ideals”
18. Conclusion
Regulatory focus is a new variable of interest to
ABSEL scholars
Exploration into specific simulations and experiential
learning exercises is needed
Many questions remain (e.g. Is it possible to engage
both types of regulatory focus with one set of
language?, etc.)
Consider the present situation, but changing on each of these dimensions. What if it was someone else giving the lecture? What if it was to a different audience? What if we were in a different setting? What if ABSEL met at a school? How would that situation be different?Educational settings could also be simulations, etc.You’ve seen variation in motivation in your students, and you’ve probably felt it yourself.
You’ve designed what you think is an excellent activity, and only some of the students are engaged. Why does that happen?
Understand something new about motivation here.
This is your “focus” as you regulate your self and your life.I can provide more references for empirical work if you are interested.
Related to need for nurturance
Related to need for security.
We all have both needs. It’s just that the way people are raised or treated by caretakers has shaped them to focus primarily on one or the other in the self-regulation. Also, something that is interesting is that regulatory focus is chronic. But a certain type of regulatory focus can be induced situationally.Reinforce contrasts.