This document discusses helping students develop self-regulation skills for success. It defines self-regulated learning as when students are actively engaged in their own learning process. Key aspects of self-regulation include metacognition, strategic action, and motivation. The document also discusses how self-regulated learning involves goal setting, planning, self-monitoring, strategy use, and self-evaluation. While gifted students tend to be more self-regulated, there is variation, and lack of self-regulation can lead to underachievement. The document provides strategies for teachers to help students regulate their affect, behavior, and cognition.

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

2. NRC The National Research Center
G/T on the Gifted and Talented
www.gi%ed.uconn.edu

3. Joe Renzulli and Sally Reis
And other amazing people…

4. Traded in My Last Name

5. angelahousand.com

6. Graduated and Got a Job…
Watson School of Education
Angela Housand, Ph.D.
housanda@uncw.edu

7. This Week I Have the Honor…

8. What hinders
student
success?

9. This Week:
Self-Regulation & Gifted Students
Regulation of Affect
Regulation of Behavior
Regulation of Cognition
Self-Determined Success

10. 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)

11. 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)

12. Self-Regulated Learning
• Multi-faceted construct
– Metacognition
– Strategic Action
– Motivation
• Enabling 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)

13. Self-Regulated Learning
• Goal Setting • Self-Monitoring
• Planning • Appropriate
• Self-Motivation Help-Seeking
• Attention Control • Self-Evaluation
• Effective • Self-Reflection
Strategy Use
(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)

14. Self-Regulated Learners
• Compared with 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

15. • 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)

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

17. 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)

18. Self-­‐Regulated
Learners
This
varia5on
may
explain
why
some
gi<ed
students
become
highly
produc5ve,
contribu5ng
members
of
society
and
others
are
in
danger
of
underachievement.

19. 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

20. Teacher Rating of Students
Quality of Quality of
Work
R2 = .66
Ability
Work
R2 = .63
Effort
Student Self-Rating
R2 = .11
Quality of Quality of
Work
R2 = .52
Ability
Work
Effort
(Siegle & McCoach)

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

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

23. How can we help students
achieve their potential?

24. Self-Regulation Requires
• Regulation of affect
• Regulation of behavior
• Regulation of cognition
(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)

25. Dr. Carol Dweck:
Fixed Mindset
vs.
Growth Mindset
Mindset

26. Fixed Mindset:
Believe traits are
fixed or unchangeable
Quantity of talent or
Mindset intelligence finite

27. Growth Mindset:
Believe traits can be
developed w/ effort
Accomplishment
comes from practice
Mindset and learning

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

30. Regulation of Affect

31. Reframe…
• I am successful 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

32. Reframe
• I am successful because…

33. Reframe
• People like me because…

34. Reframe
• I make mistakes because…

35. Blocks to Feeling in Control
• Motivated self-deception
– Denying a state exists to reduce anxiety
– “Oh, that is not due until next week.”
– A month long project
• Inaccurate verbalization
– Convinced they feel something the do not
– “I hate school!”

36. Blocks to Feeling in Control
• Accessibility difficulties
– More 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.”

37. Teacher Strategy
 Insiststudents’ own
their feelings
 “Ifeel angry” vs.
“You made me mad”

38. Teacher Strategy
 Helpstudents reframe by using
verbs instead of adjectives to
describe their feelings
 “I
am successful because I am
smart.” vs. “I am successful
because I work hard.”

39. Influence
 On 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.

40. Significant Influence
 When 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 months
 Last five weeks

41. Thinking about Achieving
• What 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?

42. Reflecting on Achievement
• Did I accomplish what I planned to
achieve?
• Was I distracted and how did I get back to
my task?
• Did I plan enough time?
• In which situation did I accomplish
the most?

43. Being in the Moment
• Can 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?

44. Addressing
the
Surface
Behavior
is
External

45. Under
the
Surface
Need
for
Internaliza5on

46. Overexcitabilities
 Characteristics that reveal
a heightened response to
stimuli
 Found more frequently in
gifted population than
general population
 Dabrowski and Piechowski

47.  People with SOR respond to sensation faster,
with more intensity, or for a longer duration
than those with typical sensory responsivity
 Considered a Sensory Modulation Disorder by
some

48.  Behavioral responses
◦ Impulsivity
◦ Aggression
◦ Withdrawal
◦ Avoidance of sensation
 Emotional Responses
◦ Irritability
◦ Moodiness
◦ Inconsolability
◦ Poor Socialization

49. Sensory
Sensi5vity
• Greater
CNS
Arousal
– Show
greater
responsiveness
to
sensory
s5muli
in
all
sensory
modali5es
– Emits
more
voluntary
motor
ac5vity
– More
reac5ve
emo5onally
• Might
also
explain
psychomotor
and
emo5onal
overexcitability

50. Characteris5cs
of
People
with
High
Sensory
Sensi5vity
• Sense
of
being
different
• Need
to
take
frequent
breaks
during
busy
days
• Conscious
arrangement
of
lives
to
reduce
s5mula5on
&
unwanted
surprise

51. Characteris5cs
of
People
with
High
Sensory
Sensi5vity
• Acknowledge
importance
of
spiritual
and
inner
lives
(including
dreams)
• Sense
that
difficul5es
stemmed
from
fear
of
failure
due
to
overarousal
– While
being
observed
– Feeling
judged
– During
compe55on

52. Sensory
Sensi5vity
of
Gi<ed
• Tested
gi<ed
vs.
normed
sample
on
the
Sensory
Profile
(Dunn,
1999)
• Significant
differences
on
12
of
14
sensory
sec5ons
between
groups
• Gi<ed
children
are
more
sensi5ve
to
their
physical
environment
• More
affected
by
sensory
s5muli

53. Why address sensory sensitivity?
• Sensory stimuli create CNS arousal which
places demands upon the body
• The intensity and duration of arousal affect
responses to stimuli
• Maximum and prolonged overload of
information can be stressful

54. Why address sensory sensitivity?
• To reduce stressors
• To positively enhance the experience of
the highly sensitive gifted individual
• To be responsive to unique needs
• To promote healthy working environments
• To increase the sustainability of focus and
effort in productive endeavors

55. 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

56. 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

57. Emotional Intelligence
The ability to 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)

58. 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

59. Mindfulness Attitudes
 Letting Go
 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”

60. 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

61. 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

62. 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

63. 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

64. Mindfulness
 Training the mind
 “I’m here to train my mind”
 “I’m here to work on my mind”
 Awake and calm
 Present mentally and physically
 Focus on the breath – observe, don’t
control – just observe
 “I am not thinking about that right now, I
am observing – training my mind”

65. Mindfulness
 Connecting the mind and body
 Feet flat on the floor
 sitting up straight – string pulling from
the top of the head
 Presence – feel your feet, legs, abdomin,
shoulders, arms, hands, neck, head
 Creates a feeling of physical stability

67. Regulation of Behavior

70. h]p://www.21stcenturyskills.org/

72. 72

73. 3
,339
3,339

75. Technology Creates a World
That is Massively Interconnected
75

76. (Internet World Stats, 2009)

77. (De Moor, 2008)

78. (NPR March 16, 2011)

79. Digital Natives

80. Informa1on
Overload
Cogni5ve
overs5mula5on
that
interferes
with
our
ability
to
“think”
(Toffler,
1970,
p.
350)

81.  Accelerating rate of new information
 Ease of duplication and transmission
 Increase in the available sources of
information
 Contradictions and inaccuracies
 Lacking strategies to process information

84. 1. Identify Your Priorities
2. Set Goals
3. Manage Time & Materials
4. Be Discerning
5. Reflect & Evaluate

86. Writing Prompt
 I 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…

88. Slifeweb.com

100. Why Goal Setting?
Planned
direc5on
for
efforts
Provides
clarity
for
assessment
Opportunity
to
take
responsibility

101. What does
goal setting
look like for
adults?

102. What is your personal definition
of success?

103. Unrealistic Goals
 Goals set by other people
 May be in conflict with student values, beliefs, or
desires
 Insufficient Information
 Need realistic understanding of what is being
attempted
 Always Expecting Best
 Focus on raising student’s average performance
and increasing consistency

104. Insufficient Goals
 Fear of Failure
 Fear prevents risk taking
 Failure is a positive: shows where room for
improvement exists
 Taking it “too easy”
 Will not achieve anything of worth

105. "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

106. Teacher Strategy
 Help students set goals that are
slightly out of their immediate
reach, but not so far that they
cannot achieve them
 Helpsstudents set goals that
require your help

107. 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

108. Specific
Measurable
Attainable
Realistic
Time-bound

110. Privacy &
Security

111. Categorize for
different types of
goals.

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

113. Accountability:
Share
Reminders

114. Monitor
Progress

115. Reflect &
Evaluate

120. Specific Written
Measureable Completion Check Box
Time Bound Deadline Driven
Prioritized Prioritized
Periodically Reviewed Revised Regularly
Accountable to Others Its Your Job

124. DO’s and DON’Ts
of To Do Lists

125. 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:

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

130. Staying the Course"
" Periodically review goals and modify to
reflect changing priorities and
experience"
" Involve others in the goal: Inform,
discuss, and share"
" Engage with successful, motivated
people who also set goals"
" Create a “Goals Collage”"

131. Cyclical and Ongoing

132. Setting a New Goal
• If goal was achieved easily, make next
goal harder
• If goal took to long to achieve, make
next goal a little easier
• If something was learned that leads to
need for revision of other goals, do so
• If skills were lacking, set goals to learn
necessary skills

133. Attainment

136. Infrastructure

137. Infrastructure

138. Infrastructure

139. Infrastructure

140. Infrastructure

141. Infrastructure

142. One
Laptop per
Child

143. (Eduventures, 2008)

144. (Valcke, et al, 2008)

145. Measuring Time on Task

147. SET A GOAL
TAKE A BREAK
STAY ON TARGET
REWARD YOURSELF

149. Calendar Ideas for Students"
• Task monitoring
• Set “reminders”
• Use with iGoogle
• Track project timelines
• Organize “TO DO” Lists

150. Calendar Ideas for Teachers
 Create group calendars
 Provide assignment due dates
 Set project timelines
 Existing location for parent
information

151. BE EFFICIENT

152. Managing the Madness of Email
ESTABLISH EMAIL TIME ZONES
STRIVE TO ONLY TOUCH IT ONCE
DOES YOUR PHONE REALLY HELP?
DO NOT CONTRIBUTE TO JUNK MAIL

156. “GET YOURSELF A FOLDER.”

165. • Annotate,
Archive,
My
Library
Organize
• Build
a
Personal
Learning
My
Network
Network
• Create
a
Group
Knowledge
My
Groups
Repository
• Research,
Share,
Community
Collaborate

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

168. How Much Space?
2GB FREE
Install on Invite Share Install
another a friend or a on your
computer. colleague. folder. phone.

170. I

173. 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? "

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

175. Timeline:
• Start Date
• Completion Date
• Progress Report
• Dates
• Meetings with the
teacher!

177. Organizational Strategies
• The Environment
 Specific location for 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

178. Organizational Strategies
• The Environment
 Specific location for 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…

179. Organizational Strategies
• The Environment
 Specific location for 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

180. Think Mobility

181. Honor Diversity of Style!
" Help students find an organizational
system the fits their “style”"
" Encourage them to develop their own
systems"
" Allow trial and error: Have patience to
give system ideas a fair chance"

187. Every man
should have a
built-in
automatic
crap detector
operating
inside of him.

188. +
5 Types of Evaluation
1. Understanding
2. Relevancy
3. Accuracy
4. Reliability
5. Bias
(Coiro, 2006)

189. http://www.google.com/educators

190. www.wdyl.com"
Trends
Books
Sketchup
YouTube
Translate
Groups
Patent
Search
Earth
Voice
Calendar
Blog Search
Gmail
Image
Search
Maps
Moderator

191. agoogleaday.com"

193. Students Ask:

194. Students Ask:

195. 1. Identify Your Priorities
2. Set Goals
3. Manage Time & Materials
4. Be Discerning
5. Reflect & Evaluate

198. Regulation of Cognition

199. Metacognition
 One’s knowledge of his or her own
cognitive processes or anything related
to them (Flavell, 1976).
 Knowledge about when and how to use
specific strategies for learning and
problem solving

202. Teacher Strategy
 Provideexplicit instruction on
thinking about thinking
(metacognitive awareness)
 Provideopportunities for students
to practice metacognition

203. Teacher Strategy
 Engage students in complex tasks:
 Extend over time
 Allow for variation in
expression style
 Integrate multiple processes
(Cognitive and procedural)

204. Individualized Projects

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

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

207. • 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?

208. Teacher Strategy
 Encourage risk-taking
 Ensure that students are
sufficiently challenged so they
have opportunities to fail

209. Teacher Strategy
 Encourage risk-taking
 Ensure that students are
sufficiently challenged so they
have opportunities to fail
 YES, let them fail!

210. Motivation
To be motivated means to be moved to do something

211. Internalizing
Mo5va5on
Intrinsic
Amo5va5on
Mo5va5on
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

212. Internalizing
Mo5va5on:
External
Regula5on
External
Regula5on
Introjec5on
Iden5fca5on
Itegra5on
Externally
Act
to
gain
Behaviors
Behaviors
mo5vated
approval
become
become
Punishment/
Do
not
fully
personally
central
to
Reward
understand
important
iden5ty
Compliance
purpose
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

213. Internalizing
Mo5va5on:
Introjec5on
External
Regula5on
Introjec5on
Iden5fca5on
Itegra5on
Externally
Act
to
gain
Behaviors
Behaviors
mo5vated
approval
become
become
Punishment/
Unknown
personally
central
to
Reward
purpose
important
iden5ty
Compliance
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

214. Internalizing
Mo5va5on:
Iden5fica5on
External
Regula5on
Introjec5on
Iden5fica5on
Integra5on
Externally
Act
to
gain
Behaviors
Behaviors
mo5vated
approval
become
become
Punishment/
Do
not
fully
personally
central
to
Reward
understand
important
iden5ty
Compliance
purpose
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

215. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as
Useful
(Eccles & Wigfield)

216. Internalizing
Mo5va5on:
Integra5on
External
Regula5on
Introjec5on
Iden5fica5on
Integra5on
Externally
Act
to
gain
Behaviors
Behaviors
mo5vated
approval
become
become
Punishment/
Do
not
fully
personally
central
to
Reward
understand
important
self-­‐iden5ty
Compliance
purpose
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

217. Internalizing
Mo5va5on
Intrinsic
Amo5va5on
Mo5va5on
External
Regula5on
Introjec5on
Iden5fica5on
Integra5on
Externally
Act
to
gain
Behaviors
Behaviors
mo5vated
approval
become
become
Punishment/
Do
not
fully
personally
central
to
Reward
understand
important
self-­‐iden5ty
Compliance
purpose
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

218. 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.

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

220. SELF-EFFICACY…
An individual’s personal judgment of his or
her own ability to succeed in a specific
context.
(Bandura 1986, 1997)

221. Self-efficacy influences:
 What activities we select
 How much effort we put forth
 How persistent we are in the face of difficulties
 The difficulty of the goals we set

222. Increasing Self-efficacy
 Past performance
 Vicarious experiences (observing others perform)
 Verbal persuasion
 Physiological cues

223. Autonomy

224. Self-Determined Learners
• Achieve highly
• Learn conceptually
• Stay in school
(Reeve, 2002)

225. Self-Determined Learners
• Achieve highly
• Learn conceptually
• Stay in school
• In large part, because their teachers
support their autonomy rather than
control their behavior
(Reeve, 2002)

226. ON TARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-worth
(Reeve, 2002)

227. ON TARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
• Preference for optimal challenge
• Enjoy optimal challenge
• Stronger perceptions of control
• Greater creativity
• Higher rates of retention
(Reeve, 2002)

228. ON TARGET
Educational Benefits of
Autonomy-Supportive Teachers
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-esteem
(Reeve, 2002)

229. ON TARGET
Educational Benefits of
Autonomy-Supportive Teachers
• Greater conceptual understanding
• Greater flexibility in thinking
• More information processing
• Greater creativity
• Higher rates of retention
(Reeve, 2002)

230. ON TARGET
In Short…
• Autonomously motivated
students thrive in
educational settings
• Students benefit when
teachers support their
autonomy
(Reeve, 2002)

231. Avoid Misconceptions
• Autonomy support is not:
– Permissiveness
– Neglect
– Independence
– Laissez-faire interaction style

232. Avoid Misconceptions
• Autonomy support and
structure are two different
classroom elements which
have different aims and
different effects
• They are NOT the same, but
can be mutually supportive

233. Person
Environment
Fit
• Person
/
Environment
fit
is
the
degree
to
which
a
person
or
their
personality
is
compa5ble
with
their
environment

235. Good
Environmental
Fit
Occurs
When:
A
person
adjusts
to
their
surroundings
AND
Adapts
the
environment
to
fit
their
needs

236. Teacher Strategy
 Spend less time holding
instructional materials
 Provide time for independent work
 Provide hints but resist giving
answers
 Encourage conversation
 Listen – even more than you do now

237. Teacher Strategy
 In conversation w/ students
 Praise mastery
 Respond to student generated
questions
 Make statements that are empathetic
and rich in perspective taking

238. Teacher Strategy
 Avoid
 Directives or “Taking Charge”
 Steering students toward a right
answer
 Being critical or evaluative
 Motivating through external rewards
 Motivating through pressure

239. Teacher Strategy
 Students benefit from being
listened to
 Students suffer from being
bossed

240. Parents
and
students
rate
controlling
teachers
as
significantly
more
competent
than
autonomy-­‐suppor5ve
teachers.

241. Teacher Strategy
 Provide clear expectations for
student behavior and performance
 Create classroom structures that
are consistent and provide access
to materials
 Have systems in place for
recurring activities

242. Failure is Part of the Process
Resilience
Perseverance

243. D
I
G
I
T
A
L
IMMIGRANTS
D
I
V
I
D
E
NATIVES

244. Why
Do
We
Ask
Kids
To
UNPLUG
At
School?

246. “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

247. Thank You!

249. Questions?

250. What
might
you
reconsider
about
your
classroom
prac5ce?
List
three
poten5al
changes.