1. Ch. 7 “Activating Students as
Owners of Their Own
Learning”
EDS 846/Dr. Faucett
by-Tamara Linares

2. Evidence of Research on Impact of
Activating Students
Student Self-Assessment
Study of 20 teachers in Portugal has
concluded that students who were taught to
self-assess were able to learn information
within 20 weeks instead of the normal 38
weeks.
How this happened is unclear but the
researchers attribute this to self-regulation.

3. Evidence of Research on Impact of
Activating Students
What is Self-Regulated Learning?- based on
on learning goals, student is able to coordinate
cognitive resources, emotions and actions
2 BIG QUESTION ARE:
1. Do learners have necessary knowledge,
skills and strategies to reach goal? ...OR...
2. Do learners have necessary skills but
does not use them in classrooms?

4. Metacognition vs. Motivation
There has been a lot of research about
M & M since the 1970s
What is Metacognition? Anybody?
Anybody? (John Flavell-pg. 148)(let’s
read together)
What is Motivation? Anybody?
Everybody?

6. Metacognition
What one knows (metacognitive
knowledge)
What one can do (metacognitive skills)
What one knows about own abilities
(metacognitive experience)

7. Metacognition
Research shows clearly “the most
effective learners are selfregulating”...AND...training students
in metacognition raises their
performance
These skills are ONLY useful if
students are motivated to use them

9. Motivation
When students fail to learn-We blame their
lack of motivation
If students don’t learn-It is the teacher’s
fault for not being a good motivator
Here is something new....................
Let motivation be a consequence of
achievement (Mihaly Csikszentmihalyipsychologist at the University of Chicago)

10. Motivation
When the level of challenge and capability
is:
low + high = boredom
high + low = anxiety
low + low = apathy
high + high = “flow”

11. Motivation
A study of 84 math classrooms from
5th-12th grades found that when
students were provided constructive
feedback by teachers, the students were
more focused on learning rather than
performance. (Deevers, 2006)
Which comes first Learning or
Performance?

12. Motivation
Students are motivated
when...
when goals are specific
within reach
challenging

13. Assessments
Assessments can improve instruction
(how?)
Assessments can impact learner’s
-desire to learn
-willingness to learn
-capacity to learn

14. Monique Boekaerts (1993)
Self-regulated learners + motivational and
cognitive perspectives=dual processing
model

15. Dual Processing Model
Share learning goals
Promote ability is incremental
Make it difficult for students to compare
themselves to each other
Provide feedback for future action
Engage students to become autonomous
learners
Motivation

16. Practical Techniques for Self Reflection
Traffic Lights
(Colleagues-what do you
think this means?)

17. Practical Techniques for Self Reflection
Students self assess by Traffic Lights
green-confidence of what was
learned
yellow-ambivalence
red-has not learned

18. Practical Techniques for Self Reflection
Students self assess by Red/Green CD’s

19. Practical Techniques for Self Reflection
Students self assess by colored cups
green-starts off understanding
yellow-teacher going too fast
red-if student wants to ask question

20. Practical Techniques for Self Reflection
Students self assess by
learning portfolios
display latest and best
WIKI’s

21. Practical Techniques for Self Reflection
Students self assess by learning logs
Today I learned...
I was surprised by...
I was interested in...
One thing I am not sure about...
What I liked most was...

22. What do you think?

23. What do you do?