The document discusses the importance of self-regulated learning and 21st-century skills for student success, highlighting the need for educators to help students take initiative and responsibility for their own learning. It emphasizes strategies for fostering self-regulation through goal setting, metacognition, and organizational skills, while also acknowledging the varying levels of self-regulation among gifted students. Additionally, the text provides practical teaching strategies to encourage risk-taking, reflection, and time management among students.

1. Helping Students Get Organized & Self-Regulate Behavior for 21st Century SuccessAngela M. Housand, Ph. D.University of North Carolina WilmingtonConfratute – University of Connecticut

2. &angelahousand.com

11. The 21st Century

13. What constitutes success in the 21st Century?

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

15. Learning and Innovation SkillsCreativity & InnovationCritical Thinking & Problem SolvingCommunication Collaboration21st Century Skills

16. Life and Career SkillsFlexibility & AdaptabilityInitiative & Self-DirectionSocial & Cross Cultural SkillsProductivity & AccountabilityLeadership & Responsibility21st Century Skills

17. Information, Media, & Tech. SkillsInformation LiteracyMedia LiteracyInformation, Communications, & Technology (ICT) Literacy21st Century Skills

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

19. How can we help students take responsibility for their own learning?

20. How can we help students achieve their potential?

21. Self-Regulated Learning Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.”(Zimmerman 1989, p. 329)

22. 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)

23. Self-Regulated LearningMulti-faceted constructMetacognitionStrategic ActionMotivationEnabling self-determined achievement (Boekaerts 1997; Boekaerts & Corno, 2005; Butler & Winne, 1995; Corno, 2001; Flavell, 1979; Perry, Phillips, & Hutchinson, 2006; Schunk& Zimmerman, 1998; Winne, 1995;Winne & Perry 2000; Zimmerman, 1989, 1990, 2000)

24. 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

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

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

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

28. 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.

29. A lthough there are many possible explanations for why one could fail, effort and ability are the most likely causes that students report.– Good & Brophy

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

31. Dr. Carol Dweck: Fixed Mindset vs. Growth Mindset and how that effects effort.Mindset

32. Students must think about how the way they think and what they think affects their success.Thinking about Thinking

33. Metacognition

34. Blocks to Feeling in ControlMotivated self-deceptionDenying a state exists to reduce anxiety“Oh, that is not due until next week.”A month long projectInaccurate verbalizationConvinced they feel something the do not“I hate school!”

35. Blocks to Feeling in ControlAccessibility difficultiesMore processing required to form an attitude, more apt to lose track of what the attitude is“I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”

36. Teacher StrategyInsist students’ own their feelings“I feel angry” vs. “You made me mad”

37. Teacher StrategyInstruct students to use verbs instead of adjectives to describe their feelings“I am successful because I am smart.” vs. “I am successful because I work hard.”

38. Teacher StrategyInstruct students to use verbs instead of adjectives to describe their feelings“I am successful because I am smart.” vs. “I am successful because I work hard.”

39. Being in the MomentCan you change the past?What are you doing now that is working? How can you do more of the same?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?

40. InfluenceOn a clean sheet of paper, list the past five years vertically (2011, 2010, 2009…).Next to each year, list the most important event that occurred in your life during that year.Estimate the percentage of control or influence you had over each event.

41. Significant InfluenceWhen you reflect on your experience, do you find that you had more control than you thought?Students may feel that external forces control their lives.Modify the exercise:Last five monthsLast five weeks

42. Thinking about AchievingWhat skills do I need to achieve this?What help or assistance do I need?What resources do I need?What can block progress?How will I maintain focus in order to achieve this?

43. Reflecting on AchievementDid I accomplish what I planned to achieve?

44. Was I distracted and how did I get back to my task?

45. Did I plan enough time?

46. In which situation did I accomplish the most?

47. Self-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?

48. Teacher StrategyProvide explicit instruction on thinking about thinking (metacognitive awareness)Provide opportunities for students to practice metacognition

49. Teacher StrategyEngage students in complex tasks:Extend over timeAllow for variation in expression styleIntegrate multiple processes (Cognitive and procedural)

50. Individualized Projects

51. What will I need to work on my project?Where will I work?Who will I work with?What might hinder my process?

52. Am I accomplishing what I planned?Is this taking longer than I thought?Am I on task or am I being distracted?

53. 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?

54. Teacher StrategyEncourage risk-takingEnsure that students are sufficiently challenged so they have opportunities to fail

55. Teacher StrategyEncourage risk-takingEnsure that students are sufficiently challenged so they have opportunities to failYES, let them fail!

56. Failure is Part of the ProcessResilience Perseverance

57. Questions?

59. Being in the Moment: Mindful WalkingConcentrate on how your feet feel when they hit the groundNotice your breath as you walkNotice what you hear - Don’t ignore anythingNotice what you see - Look closely; stop to absorb detailsIf thoughts pop up - Let them go and return to Step 1…

60. Topics for the WeekTomorrow: 21st Century Tools for Strategic Action Day 3: MotivationDay 4: Self-Determined Success

62. Strategic Action

63. Getting Organized in the 21st Century

64. Information OverloadCognitive overstimulation that interferes with our ability to “think”(Toffler, 1970, p. 350)

65. CausesAccelerating rate of new informationEase of duplication and transmissionIncrease in the available sources of informationContradictions and inaccuraciesLacking strategies to process information

68. 5 Easy Steps!

69. Identify Your PrioritiesStep 1

70. Writing PromptI would like to improve…Some people are unhappy with…I want to learn more about…An idea I would like to try…Something I think would really make a difference is…Something I would like to change is…

71. Writing Prompt Helps StudentsIdentify prioritiesIdentify areas for improvement and focused effortAttain truthful self-awareness

72. Slife.com

78. SLIFE Provides StudentsA retroactive view of productivityA needs assessmentOpportunity to identify priorities related to action & timeA tool for action regulation

80. Google Calendar SupportsTime managementSequencingSetting PrioritiesNotification of Deadlines

83. Set GoalsStep 2

84. Goal SettingChallenges students to give their efforts a preplanned directionEnables students to take responsibility for the key events that give form to their experienceProvides an opportunity for reflection

85. What is your personal definition of success?

86. Unrealistic GoalsGoals set by other peopleMay be in conflict with student values, beliefs, or desiresInsufficient InformationNeed realistic understanding of what is being attemptedAlways Expecting BestFocus on raising student’s average performance and increasing consistency

87. Insufficient GoalsFear of FailureFear prevents risk takingFailure is a positive: shows where room for improvement existsTaking it “too easy”Will not achieve anything of worth

88. Teacher StrategyHelp students set goals that are slightly out of their immediate reach, but not so far that they cannot achieve themHelps students set goals that require your help

89. "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."-Theodore Isaac Rubin

90. The greater danger for 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

91. SpecificMeasurableAttainableRealisticTime-bound

93. Privacy &Security

94. Categorize fordifferent types ofgoals.

95. What steps will I take to achieve my goal?

96. Accountability: Share Reminders

97. Monitor Progress

98. Reflect &Evaluate

102. Goal Setting Plan(Based on Heacox, 1991)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.) This goal is important to me because: 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.) 3. What steps do you need to reach your short-term goal? 4. What things or people might keep you from reaching your goal? These are your obstacles. 5. What can you do to get around your obstacles? These are your solutions. 7. What special materials or help do you need to reach your goal? These are your resources. 8. How will you reward yourself when you achieve your goal? These are your incentives. 9. How and when will you check on your progress toward your goal? Who will help you to check on your progress? Checkpoint 1 Date: ____________________________________________________ Checkpoint 2 Date: ____________________________________________________ I am committed to working toward achieving my short term goal.Student's signature: Today's date: Witness (Teacher's) signature:

103. What school related goals would you like to work toward during the next grading period?a. b.c.During this school year?a.b.After high school?a.b.What personal goals would you like to achieve in the next six months?a.b.c.Within the next year or two?a.b.How do you expect to achieve these goals?a.b.c.a.b.a.b.How do you hope to achieve these goals?a.b.c.a.b.Goal Setting or…WHERE DO YOU WANT TO GOANDHOW DO YOU PLAN TO GET THERE?From Motivating Achievers, Carolyn Coil, Pieces of Learning

107. Staying the CoursePeriodically review goals and modify to reflect changing priorities and experienceInvolve others in the goal: Inform, discuss, and shareEngage with successful, motivated people who also set goalsCreate a “Goals Collage”

108. Cyclical and Ongoing

109. If goal was achieved easily, make next goal harderIf goal took to long to achieve, make next goal a little easierIf something was learned that leads to need for revision of other goals, do soIf skills were lacking, set goals to learn necessary skillsSetting a New Goal

110. AttainmentDemonstrates forward progressMeasure and take pride in the achievementCelebrate and enjoy the satisfaction of achievementSet a new goal

111. Goal Attainment is not luck, it is work and it takes time.

112. Manage Time & MaterialsStep 3

113. Infrastructure

114. Infrastructure

115. Infrastructure

116. Infrastructure

117. Infrastructure

118. Infrastructure

119. OneLaptop perChild

120. (Eduventures, 2008)

121. 80%(NPR March 16, 2011)

122. “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.”John Dewey

123. Organizational StrategiesNotebooksLoose Leaf Binders with DividersChecking notebooks is necessaryProvide time in class to organize“Read a book while you wait” – Organized students have to wait.

124. Organizational StrategiesNotebooksLoose Leaf Binders with DividersChecking notebooks is necessaryProvide time in class to organize“Read a book while you wait” – Organized students have to wait.NO MORE!

126. http://www.diigo.com

136. Organizational StrategiesOrganize SuppliesA checklist of supplies for home and schoolCreate a place for suppliesStudents think about the things they need on a routine basis

137. Organizational StrategiesOrganize SuppliesA checklist of supplies for home and schoolCreate a place for suppliesStudents think about the things they need on a routine basisStill true, BUT avoid the paper chase!

139. Google DocsNo software to purchase or install!

140. LIVES in the CLOUD! Work is automatically saved.

141. Allows access to files from any computer that connects to the Internet.

142. Collaborate on documents in REAL TIME. Instantly see what your collaborators are typing.

143. FOLDER function allows you to store ANY file online. You can access from anywhere and share with anyone.

144. Can be organized!http://docs.google.com

145. Ideas for Using Google DocsProject planning

146. Mind mapping

147. Brainstorming

148. Data gathering and analysis

149. Shared Organization

150. Collaborative writing projects

151. Opportunity to monitor

152. Dropbox is software that syncs your files online and across your computers.

155. Organizational StrategiesModifications for UnderachieversAllow them to keep a copy of the textbook at homeEmploy learning contractsRequire the use of an assignment log that is checked daily or weekly (must have due dates!)Give positive reinforcement when student successfully self-regulates

156. Organizational StrategiesNo Need for Modifications! Successful for UnderachieversA copy at homeLearning contracts with student/teacher/parentNo Need for Assignment LogInstruction time is VALUABLE!Less need for positive reinforcement – technology is integrated

157. How Much Space? 2GB FREEInstall on another computer.Shareafolder.Invite a friend or colleague.Install on your phone.

159. I

161. Organizational StrategiesKeep a “TO DO” ListPrioritizeCompletion check boxDeadline drivenRevised regularly

162. Organizational StrategiesKeep a “TO DO” ListPrioritizeCompletion check boxDeadline drivenRevised regularlyYES, YES, YES!

165. Teacher StrategyUse Google Calendar to:Create group calendarsProvide assignment due datesSet project timelinesExisting location for parent information

166. Calendar Ideas for StudentsTask monitoring

167. Set “reminders”

168. Use with iGoogle

169. Track project timelines

170. Organize “TO DO” Lists

171. Intended Project(s):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?Project Description:What do you hope to find out or learn?

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

173. Timeline:Start Date

174. Completion Date

175. Progress Report

176. Dates

177. Meetings with the teacher!

188. Organizational StrategiesThe EnvironmentSpecific location for workLocation should be distraction-freeSet aside a specific timeDaily, regardless of whether there is homework or notSupplies and resources available and accessible

189. Organizational StrategiesThe EnvironmentSpecific location for workLocation should be distraction-freeSet aside a specific timeDaily, regardless of whether there is homework or notSupplies and resources available and accessibleStill true, but…

190. Organizational StrategiesThe EnvironmentSpecific location for work, but realize the digital environment is complexLocation should be distraction-freeSet aside a specific time, and work to increase focusDaily,but “down time” is good tooSupplies and resources available online and students need access to the internet

191. Think Mobility

194. Honor Diversity of StyleHelp students find an organizational system the fits their “style”Encourage them to develop their own systemsAllow trial and error: Have patience to give system ideas a fair chance

195. Be DiscerningStep 4

197. Do I really need this tool or information?Be a purposeful adopterSpecialize in your needsRight tool right job

200. Reflect & EvaluateStep 5

201. Students Ask:Did I accomplish what I planned to do?

202. Was I distracted?

203. Limit times you answer emails

204. Delay of gratification

205. Did I plan enough time?

206. Was I productive or was I spending time figuring out how to use the technology?Students Ask:What worked well?

207. Are certain technologies easier for me to adopt?

208. Are some more appropriate than others?

209. What do I need help with?

210. Find a tech buddy.

211. What do I still need know?5 Easy Steps!

212. Questions?

213. List five steps that are necessary to achieve the goal you identified in the writing prompt.

214. Topics for the WeekTomorrow: MotivationDay 4: Self-Determined Success

216. Motivation

217. Parent EmailMy 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.

218. Parent EmailAlthough 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?

219. Do you know this student?

220. MotivationTo be motivated means to be moved to do something

221. Internalizing MotivationAmotivationIntrinsic Motivation(Deci & Ryan, 1995; Ryan & Deci, 2000)

222. Internalizing Motivation:External Regulation(Deci & Ryan, 1995; Ryan & Deci, 2000)

223. Internalizing Motivation:Introjection(Deci & Ryan, 1995; Ryan & Deci, 2000)

224. Internalizing Motivation:Identification(Deci & Ryan, 1995; Ryan & Deci, 2000)

225. PersonallyMeaningfulTied to Student’s IdentityPersonally InterestingIntegral to the Student’s Vision of the futureViewed as Useful(Eccles & Wigfield)

226. Internalizing Motivation:Integration(Deci & Ryan, 1995; Ryan & Deci, 2000)

227. Internalizing MotivationAmotivationIntrinsic Motivation(Deci & Ryan, 1995; Ryan & Deci, 2000)

228. Motivation Diminished perception of competence (self-efficacy), autonomy (meaningfulness), or control (environmental perception) leads to lower motivation and a decreased willingness to pursue goals and persist in their attainment, thus limiting overall educational growth.

229. Shout Out!Give me a number between 1 and 10…

230. Competence…Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors.(Bandura 1986, 1997)

231. Self-EfficacyAn individual’s personal judgment of his or her own ability to succeed.

232. Self-efficacy influences:What activities we selectHow much effort we put forthHow persistent we are in the face of difficultiesThe difficulty of the goals we set

233. Increasing Self-efficacyPast performanceVicarious experiences (observing others perform)Verbal persuasion Physiological cues

234. Autonomy The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.

235. Self-Determined LearnersAchieve highlyLearn conceptuallyStay in school(Reeve, 2002)

236. Self-Determined LearnersAchieve highlyLearn conceptuallyStay in schoolIn large part, because their teachers support their autonomy rather than control their behavior(Reeve, 2002)

237. Autonomously-Motivated Studentsvs.Control-Motivated StudentsHigher academic achievementHigher perceived competenceMore positive emotionalityHigher self-worth(Reeve, 2002)

238. Autonomously-Motivated Studentsvs.Control-Motivated StudentsPreference for optimal challengeEnjoy optimal challengeStronger perceptions of controlGreater creativityHigher rates of retention(Reeve, 2002)

239. Educational Benefits of Autonomy-Supportive TeachersHigher academic achievementHigher perceived competenceMore positive emotionalityHigher self-esteem(Reeve, 2002)

240. Educational Benefits of Autonomy-Supportive TeachersGreater conceptual understandingGreater flexibility in thinkingMore information processingGreater creativityHigher rates of retention(Reeve, 2002)

241. In Short…Autonomously motivated students thrive in educational settingsStudents benefit when teachers support their autonomy(Reeve, 2002)

242. Avoid MisconceptionsAutonomy support is not:PermissivenessNeglectIndependenceLaissez-faire interaction style

243. Avoid MisconceptionsAutonomy support and structure are two different classroom elements which havedifferent aims and different effects

244. They are NOT the same, but can be mutually supportivePerson Environment FitPerson / Environment fit is the degree to which a person or their personality is compatible with their environment

245. Good Environmental Fit Occurs When:A person adjusts to their surroundingsANDAdapts the environment to fit their needs

246. Teacher StrategySpend less time holding instructional materialsProvide time for independent workProvide hints but resist giving answersEncourage conversationListen – even more than you do now

247. Teacher StrategyIn conversation w/ studentsPraise masteryRespond to student generated questionsMake statements that are empathetic and rich in perspective taking

248. Teacher StrategyAvoidDirectives or “Taking Charge”Steering students toward a right answerBeing critical or evaluativeMotivating through external rewardsMotivating through pressure

249. Teacher StrategyStudents benefit from being listened toStudents suffer from being bossed

250. Parents and studentsrate controlling teachers as significantlymore competent thanautonomy-supportive teachers.

251. Teacher StrategyProvide clear expectations for student behavior and performanceCreate classroom structures that are consistent and provide access to materialsHave systems in place for recurring activities

252. What might you reconsider about your classroom practice?List three potential changes.

253. Topics for the WeekTomorrow: Self-Determined Success

254. Thank You!