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EXE 502 Modules 8 and 9
The document discusses self-regulated learning. It defines self-regulated learning as students being metacognitively, motivationally, and behaviorally active in their own learning. Research shows that when the learning environment provides choice, complex tasks, opportunities for help-seeking and goal-setting, and explicit strategy instruction, students engage in self-regulated behaviors. Self-regulated learners set goals, use learning strategies, self-monitor, and adapt their efforts compared to low-achieving students. Certain factors like personal effort, motivation, and age can also influence self-regulated learning.
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EXE 502 Modules 8 and 9
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- 3. Self-Regulated Learning Students areself-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.” (Zimmerman 1989, p. 329)
- 4. Self-Regulated Learning • Multi-facetedconstruct – Motivation – Self-efficacy – Competence • Self-regulation of achievement (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)
- 5. Research Tells Us… Whenthe learning environment provides: Choice and volitional control over processes, timing, challenge level, and outcome or product of learning tasks Students Engage in Self-Regulated Learning Behaviors
- 6. Research Tells Us… Whenthe learning environment provides: Complex tasks that extend over time, allow for variation in expression style, and integrate multiple processes, both cognitive and procedural Students Engage in Self-Regulated Learning Behaviors
- 7. Research Tells Us… Whenthe learning environment provides: Opportunities for help-seeking from resources, peers, and teacher (e.g. small group instruction and differentiation) Students Engage in Self-Regulated Learning Behaviors
- 8. Research Tells Us… Whenthe learning environment provides: Opportunities for students to participate in the processes of goal-setting, tracking progress, and evaluating their own work Students Engage in Self-Regulated Learning Behaviors
- 9. Research Tells Us… Whenthe learning environment provides: Explicit strategy instruction, both domain specific and metacognitive strategy instruction Students Engage in Self-Regulated Learning Behaviors
- 10. Self-Regulated Learners • Comparedwith low achieving students, high achievers more frequently: – Set specific learning goals – Use a variety of learning strategies – Self-monitor – Adapt their efforts systematically www.gifted.uconn.edu/siegle/selfregulation/section4.html
- 11. • Personal Effort •Intrinsic Motivation • Goal Orientation • Self-efficacy • Age • Gender (Blair & Razza, 2007; McWhaw & Abrami, 2001; Miles & Stine-Morrow, 2004; Zimmerman & Martinez-Pons, 1986, 1988, 1990)
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- 14. Planning and Self-Monitoring •What skills do I need to achieve this? • What help or assistance do I need? • What resources do I need? • What can block progress? • Am I on task or am I being distracted?
- 15. Self-Reflection ● Did Iaccomplish what I planned to do? ● Was I distracted and how did I get back to work? ● Did I plan enough time or did it take longer than I thought? ● In which situation did I accomplish the most work?
- 16. Average = 9hrs/day
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- 19. SET A GOAL TAKEA BREAK STAY ON TARGET REWARD YOURSELF
- 20. • Specific locationfor work • Location should be distraction-free • Set aside a specific time • Daily, regardless of whether there is homework or not • Supplies and resources available and accessible Environmental Organizational Strategies
- 21. • Specific locationfor work • Location should be distraction-free • Set aside a specific time • Daily, regardless of whether there is homework or not • Supplies and resources available and accessible Still true, but… Environmental Organizational Strategies
- 22. Environmental Organizational Strategies • Specific locationfor work, but realize the digital environment is complex • Location should be distraction-free • Set aside a specific time, and work to increase focus • Daily, but “down time” is good too • Supplies and resources available online and students need access to the internet
- 23. Activity Time: Meme in Relationto the World
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- 31. Mindfulness § Jon Kabat-Zinn,Ph.D. § From the field of behavioral medicine § Used to control § Stress § Pain § Illness § Initial research conducted at the University of Massachusetts Medical Center
- 32. Mindfulness Attitudes § Non-judging §Impartial witness to our own experience § Cultivates emotional intelligence § Patience § Things unfold in their own time § Delay of gratification § Beginner’s Mind § What we think we “know” impedes understanding § Avoiding pre-conceived notions
- 33. Emotional Intelligence The abilityto monitor one’s own and other’s feelings and emotions, to discriminate among them and to use that information to guide one’s thinking and actions. (Salovey & Mayer, 1990, p. 189)
- 34. Mindfulness Attitudes § Trust §Developing a trust of yourself and your feelings § Non-striving § Seems counter intuitive § Focusing on being clarifies what to strive for § Acceptance § Seeing things as they are § Enables one to act appropriately no matter what is happening around them
- 35. Mindfulness Attitudes § LettingGo § Put aside the tendency to elevate some life experiences and reject others § Cultivates emotional intelligence § Mindfulness is mind training. § “I am not thinking about that right now, I am observing – training my mind” § “I am here to work on my mind”
- 36. Goal of Mindfulness §Achieve a state of stability and calm § Increase self-discipline § Increase feelings of well-being § Reduce feelings of dysphoria § Increase self-awareness
- 37. Mindfulness How To §Release Tension § Sit comfortably, spine erect, feet on floor § Allow arms to hang straight down with hands about 10-12 inches from body § Close your eyes if it feels comfortable § Identify areas of tension in your mind or body § As you identify areas of tension, allow them to dissolve and flow down the arms and out the finger tips
- 38. Mindfulness How To §Mind Training § Sit comfortably, spine erect, feet on floor § Close your eyes if it feels comfortable § Bring your attention to your breath § Nose, mouth, lungs, or belly – wherever you sense your breath § Do not control breath, just observe § Maintain your attention on your breathing § When your mind wanders, simply let the thought go and return your focus to your breath
- 39. Mindfulness How To §Focusing the mind is easier said than done § Requires consistent practice § Short and frequent § 5 to 15 minutes daily § Don’t force it! § When students loose focus, the time is up § Work to extend time each day
- 40. Breathe • Explicitly teach and practice breathing techniques • Focus on exhaling •Sigh… • Remember to breath in through the nose!
- 41. Mindfulness: Practice of BeingPresent • Pick a location • Choose a seat
- 42. Mindfulness: Practice of BeingPresent • Posture – Relaxed and Upright – A string? – A tree?
- 43. Mindfulness: Practice of BeingPresent • Wandering Mind? Bring it back. • Watch the breath – Baby Bear Attention – Not “making” it happen but “letting” it happen
- 44. Mindfulness: Practice of BeingPresent • Witness Thoughts • Let Go – not of the thoughts, but rather the judgment • Seeking acceptance of what is
- 45. Mindfulness: Practice of BeingPresent Practice Daily 10-15 Minutes 20-30 Minutes 45-60 Minutes
- 46. Mindset Dr. Carol Dweck: FixedMindset vs. Growth Mindset
- 47. Mindset Fixed Mindset: Believe traitsare fixed or unchangeable Quantity of talent or intelligence finite
- 48. Mindset Growth Mindset: Believe traitscan be developed w/ effort Accomplishment comes from practice and learning
- 49. Thinking about Thinking Students mustthink about how the way they think and what they think affects their success.
- 50. Reframe… • I amsuccessful because I am smart • People like me because I am attractive • I get opportunities because I am lucky • I make mistakes because I am a failure • I never win because I am a loser • I get in trouble because the teacher does not like me
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- 56. It is impossibleto live without failing at something, unless you live so cautiously that you might as well not have lived at all. In which case, you fail by default. J.K. Rowling
- 57. I have notfailed 1000 times… -Thomas Edison
- 58. I have notfailed 1000 times… I have successfully discovered 1000 ways to NOT make a light bulb. -Thomas Edison
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- 69. Increased Sense ofControl
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- 75. Skills to ManageAnxiety & Overcome Fears
- 76. 5 Categories ofRisk Intellectual Social Emotional Physical Spiritual
- 77. Systematic Risk-Taking • Understandbenefits of risk-taking • Self-Assess for risk categories • Identify personal needs • Determine risk to take • Take the risk • Process the risk experience (Neihart, 1999)
- 82. False praise canbe as harmful as no praise!
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- 86. Diminishes Value ofAuthentic Praise
- 89. Dream BIG anddare to FAIL.
- 92. Don’t settle formediocrity. You don’t want to be left wondering if you could have done more...
- 93. The greater dangerfor most of us lies not in setting our aim too high and falling short; but in setting our aim too low, and achieving our mark. -Michelangelo