The document discusses the importance of self-regulated learning for students, emphasizing that high achievers engage more actively in their learning process through goal setting, self-monitoring, and strategic adaptations. It explores various strategies educators can use to foster self-regulation among students, including environmental structuring, explicit instruction, and providing opportunities for reflection and self-assessment. It concludes by highlighting the significance of understanding individual student factors and creating supportive learning environments to enhance academic success.

1. Helping Students Achieve Academic SuccessAngela M. Housand, Ph.D.Ahousand@gmail.comConfratute 2008University of Connecticut

2. Students who are self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process”.(Zimmerman, 1989, p. 329)

3. Active engagement in the learning process produces increases in academic performance.(Ablard & Lipschultz, 1998; Ames, 1984; Corno, 1986, 1989; Dweck, 1986; Schunk & Rice; 1985, 1987, 1991; Zimmerman, 1989; Zimmerman & Martinez-Pons, 1990)

4. How can we, as educators, help students take personal initiative in the process of learning?

5. How can we shift the responsibility of learning to students?

6. How can we help students achieve their potential?

7. Self-Regulated LearnersCompared with low achieving students, high achievers more frequently: Set specific learning goalsUse a variety of learning strategiesSelf-monitorAdapt their efforts systematicallywww.gifted.uconn.edu/siegle/selfregulation/section4.html

8. Self-RegulationLearners with high levels ofself-regulation havegood control over theattainment of their goals.

9. IndividualFactorsPersonal EffortIntrinsic MotivationGoal OrientationSelf-efficacyAgeGender(Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)

10. Gifted students tend to be more self-regulated than their average performing peers.Self-Regulated Learners(Zimmerman & Martinez-Pons, 1990)

11. Self-Regulated LearnersThere still exists a large degree of variation among gifted students in their use of strategies associated with self-regulated learning.(Ablard & Lipschultz, 1998; Risemberg & Zimmerman, 1992; Zimmerman & Martinez-Pons, 1990)

12. Self-Regulated Learners This variation may explain why some gifted students become highly productive, contributing members of society and others are in danger of underachievement.

13. SQuality of WorkQuality of WorkAbilityEffortR2 = .66R2 = .63R2 = .11Quality of WorkQuality of WorkEffortR2 = .52AbilityTeacher Rating of StudentsStudent Self-Rating(Siegle & McCoach)

14. Self-Regulated LearningSelf-regulation of behaviorControl of resources and environmentSelf-regulation of motivation and affectControl of motivational beliefsSelf-regulation of cognitionControl of various cognitive strategies for learningZimmerman (1989)

15. Cyclical and Ongoing

16. When will I start?Where will I work?How will I get started?What will help me?What might hinder me?

17. Am I accomplishing what I planned to do?Am I being distracted?Is this taking more time than I thought?Am I in a setting where I can accomplish the most?How can I encourage myself to keep working?

18. 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?

19. The first requisiteof success is the ability to apply your physical and mental energies to one problem without growing weary.-Thomas Edison

20. http://www.21stcenturyskills.org/

21. Three Categories ofSelf-Regulation StrategiesPersonal: How a student organizes and interprets informationBehavioral Actions that a student takesEnvironmental Structuring of the physical environment and seeking

22. Personal SR StrategiesOrganizing and transforming informationOutliningSummarizingRearranging materialsHighlightingFlashcardsDraw pictures, diagrams, chartsWebs/mapping

23. Personal SR StrategiesGoal setting and planningSequencing, timing, and completingTime managementPacing

24. Personal SR StrategiesKeeping recordsNote-takingRecording marksPortfolioDrafts of assignments

25. Personal SR StrategiesSelf-monitoringLists of errors madeReflection logs/JournalsWeekly self-evaluationsSelf-assessment checklists and inventoriesRecording marksTime-on-task analysisPodcast or videoDiscussion with teacher

26. Personal SR StrategiesRehearsing and memorizingMnemonic devicesTeaching someone else the materialMaking sample questionsVisualizationRepetitionRhyming / RappingCreate Categories

27. Behavioral SR StrategiesSelf-evaluatingWhat does the teacher want me to do?What do I want out of it?What did I learn today?What did I do well?What am I confused about?What do I need to get help with?What do I still need to do?

28. Behavioral SR StrategiesSelf-consequatingTreats to motivate (Self-reinforcement)Delay of gratificationArranging or imagining punishment

29. Environmental SR StrategiesEnvironmental structuringSelecting or arranging the physical settingIsolating; Eliminating or minimizing distractionsShort and frequent study

30. Environmental SR StrategiesSeeking informationLibrary resourcesInternet resourcesReviewing cardsRereading records, tests, textbooks

31. Environmental SR StrategiesSeeking assistanceFrom peersFrom teachers or other adultsEmulating exemplary models

32. Environmental InfluencesOpportunities for help seekingProvision of complex tasksExplicit strategy instructionChoice in and control over activitiesStudent participation in evaluation(Boekaerts & Corno, 2005; DeCorte, Verschaffel, & DeVen, 2001; Folkesson & Swalander, 2007; Hadwin et. al., 2001; Perry, 1998; Perry, Hutchinson, & Thauberger, 2007; Perry, Norby, & VandeKamp, 2003; Perry, Phillips, & Dowler, 2004; Turner, 1995)

33. Research Tells Us…When the learning environment provides: Opportunities for help-seeking from resources, peers, and teacherStudents Engage in Self-Regulated Learning Behaviors

35. Classroom StrategiesSuns and CloudsProvide materialsPost-itsResources (computer, access to media)Opportunities to regain focus:Personal timer (10 minutes)Get up, get a drink, stretch

36. Research Tells Us…When the learning environment provides:Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and proceduralStudents Engage in Self-Regulated Learning Behaviors

37. Complex TasksStudents responsible for classroom

38. Cleaning / Organizing

39. Classroom set-up

40. Jobs that extend over time

41. Jobs rotate less frequently

42. Choice of jobs

43. Decision-making within jobComplex TasksGive students a purpose for the task

44. During the process

45. For completion

46. Require student reflection

47. Progress

48. ProcessClassroom Opportunities for Providing Complex Tasks?

49. Classroom Opportunities for Providing Complex TasksGroup Projects Independent ProjectsOpen-ended QuestioningInvestigation CentersLearning ContractsActivity Menus

50. Independent ProjectsAsk the question:Will you be able to stay interested in this topic for an extended period of time?

51. The first requisiteof success is the ability to apply your physical and mental energies to one problem without growing weary.-Thomas Edison

52. Independent ProjectsProject Ideas on the Web: http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html

53. Independent ProjectsPlanning Templates by Googling: Management PlanWizard Project Maker

55. Timeline:Start Date

56. Completion Date

57. Progress Report DatesProject Description:What do you hope to find out or learn?

58. Intended Project(s):In what ways will you share your work?

59. How, when, and where will you share and communicate the results of your project with other people?What Format Will Your Project Take? What will your product be?

60. Getting Started:What skills, resources and materials will I need?Who is the intended audience?

61. Identifying a Variety of Expression Styles

63. You Know its Working When…Most students can start to work without any reminders beyond the initial directions.Verbal guidance or environmental reminders of self-regulation strategies is not needed.

64. You Know its Working When…The activity choices offered demonstrate responsiveness to specific student interests and varied expression styles in product development.The activity choices offered include open-ended options to extend the challenge of previous activities.

65. You Know its Working When…Most students demonstrate visible enthusiasm and task commitment for their chosen activity.The physical arrangement, organization, and access to resources in the environment enhances activity outcomes.

66. Open Ended Questioning: A Resource

67. SEM-R Bookmarks

68. Research Tells Us…When the learning environment provides: Explicit strategy instruction, both domain specific and metacognitive strategy instructionStudents Engage in Self-Regulated Learning Behaviors

69. Domain Explicit StrategiesReading Strategies as an example

70. Strategies vs. Skillsin ReadingReading skills = instruction in the following:Word identificationFluencyVocabularyComprehensionStudy skillsReading strategies = process where the reader interacts with the text to create meaningCoiro, 1998

71. Comprehension StrategiesBefore, During, and After ReadingDetermining ImportanceMaking ConnectionsQuestioningMetacognitionMaking InferencesVisualizingSummarizingParis, 2004

72. Metacognitive Strategy InstructionSelf-Regulation Strategies as an Example

73. Strategies vs. SkillsSelf-regulation skills = instruction in the following:Eliminating distractionsNote TakingOutliningWebs/MappingCategorizationSelf-regulation strategies = process where individual takes initiative and responsibility for her own success

74. Self-Regulation StrategiesOrganizingGoal Setting / PlanningRecord KeepingSelf-MonitoringSelf-EvaluatingSelf-ConsequatingSeeking Assistance

75. Research Tells Us…When the learning environment provides: Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasksStudents Engage in Self-Regulated Learning Behaviors

76. Volitional ControlSet clear expectations in advance

77. Provide reminders

78. Bring students attention to their behavior when they lose self-regulationVolitional ControlClassroom structures that provide access to materials

79. Systems for recurring activities

80. Restroom / Drink

81. Library

82. Opportunities for monitoring behaviorSEM-R: An ExampleThree Phase Reading Enrichment ProgramExtension of Joe Renzulli and Sally Reis’ Schoolwide Enrichment ModelDesigned to promote enjoyment of reading and increase self-regulation in reading

84. Ground Rules for SIRYou must have a book to readIf you aren’t enjoying a book and have given it a fair chance, ask the teacher to help you choose a new one.Remain in your reading area during SIROnly reading is happeningMinimal quiet talkingDo your best reading the whole time

87. Student keeping a recordStudent tracking progressStudent assessment of goal attainmentHigher order thinking & metacognitive strategy use

88. Student reflection on readingStudent participation in assessment and reviewExplicit strategy instructionPurpose for reading and goal settingEfficacy building via specific feedback

89. Research Tells Us…When the learning environment provides:Opportunities for students participate in the process of evaluating their own work. Students Engage in Self-Regulated Learning Behaviors

91. Henegar 2005

92. A Teacher How-toGuide learners’ self-beliefs, goal setting, and expectationsHelp students frame information in a positive mannerProvide specific cues

93. A Teacher How-toPromote reflective dialogueModeling (e.g. think aloud)Student practiceGroup discussions