AUDIENCE THEORY -CULTIVATION THEORY - GERBNER.pptx
Agents of Learning
1. Agents of Learning:Independent Project to Student Success Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu EduFest 2009 Boise, Idaho
3. Topics for a 3-daySpecial Session Day 1: Student Motivation Research Day 2: Learning & Teaching Agents of Learning Day 3: Personal Initiative Wrap-up and Closure
4. Create a classroom environment to support student engagement and responsibility in the learning process Specific resources and examples for your use and adaptation Digital native support to increase students’ self-regulation and organization Why a 3-day special topic?
7. Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 21st Century Skills Learning and Innovation
11. 21st Century Skills Learning that is student driven Help students understand that success and achievement require effort …but why?
12. 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
13. S Quality of Work Quality of Work Ability Effort R2 = .66 R2 = .63 R2 = .11 Quality of Work Quality of Work Effort R2 = .52 Ability Teacher Rating of Students Student Self-Rating (Siegle & McCoach)
16. Self-efficacy is based on: Past performance Vicarious experiences Verbal persuasion Physiological cues
17. 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
18. Competence… Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)
19. Influence On a clean sheet of paper, list the past five years vertically (2007, 2006…). 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.
20. Significant Influence When you reflect on your experience, do you find that you had more control then you thought? Student’s may feel that external forces control their life. Modify the exercise: Last five months Last five weeks
21. Blocks to Feeling in Control Motivated self-deception Denying a state exists to reduce anxiety “What, a test tomorrow? I don’t think so.” Inaccurate verbalization Convinced they feel something the do not “I hate school!”
22. Blocks to Feeling in Control Accessibility difficulties More processing required to form an attitude, therefore 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.”
23. Student Ownership Require students to own their feelings “I feel angry” vs. “You made me mad” Verbs instead of adjectives to describe feelings “I am successful because I am smart.” vs. “I am successful because I work hard.”
24. 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?
25. 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.
33. PersonallyMeaningful Tied to Student’s Identity Personally Interesting Integral to the Student’s Vision of the future Viewed as Useful (Eccles & Wigfield)
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36. 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.
37. Students who are self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process”. (Zimmerman, 1989, p. 329)
38. 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)
39. How can we, as educators, help students take personal initiative in the process of learning?
40. How can we help students to be responsible for their learning?
41. How can we give students the power to achieve their potential?
44. Agents of Learning:Independent Project to Student SuccessDay 2 Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu EduFest 2009 Boise, Idaho
46. Students who are self-regulated learners are “metacognitively, motivationally, and behaviorally active participants in their own learning process”. (Zimmerman, 1989, p. 329)
47. 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)
48. How can we, as educators, help students take personal initiative in the process of learning?
49. How can we shift the responsibility of learning to students?
50. How can we help students achieve their potential?
51. 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
53. IndividualFactors 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)
54. Self-Regulated Learning Self-regulation of behavior Control of resources and environment Self-regulation of motivation and affect Control of motivational beliefs Self-regulation of cognition Control of various cognitive strategies for learning Zimmerman (1989)
56. When will I start? Where will I work? How will I get started? What will help me? What might hinder me?
57. 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?
58. 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?
59. Three Categories ofSelf-Regulation Strategies Personal: How a student organizes and interprets information Behavioral Actions that a student takes Environmental Structuring of the physical environment and seeking
60. Personal SR Strategies Organizing and transforming information Outlining Summarizing Rearranging materials Highlighting Flashcards Draw pictures, diagrams, charts Webs/mapping
61. Personal SR Strategies Goal setting and planning Sequencing, timing, and completing Time management Pacing
62. Personal SR Strategies Keeping records Note-taking Recording marks Portfolio Drafts of assignments
63. Personal SR Strategies Self-monitoring Lists of errors made Reflection logs/Journals Weekly self-evaluations Self-assessment checklists and inventories Recording marks Time-on-task analysis Podcast or video Discussion with teacher
64. Personal SR Strategies Rehearsing and memorizing Mnemonic devices Teaching someone else the material Making sample questions Visualization Repetition Rhyming / Rapping Create Categories
65. Behavioral SR Strategies Self-evaluating What 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?
66. Behavioral SR Strategies Self-consequating Treats to motivate (Self-reinforcement) Delay of gratification Arranging or imagining punishment
67. Environmental SR Strategies Environmental structuring Selecting or arranging the physical setting Isolating; Eliminating or minimizing distractions Short and frequent study
68. Environmental SR Strategies Seeking information Library resources Internet resources Rereading records, tests, textbooks Seeking assistance
70. 21st Century Learning Environments Creates learning practices, human support, and physical environments that will support the teaching and learning of 21st century skill outcomes. Enables students to learn in relevant, real world 21st century contexts (e.g., through project-based or other applied work).
71. Environmental Influences Opportunities for help seeking Provision of complex tasks Explicit strategy instruction Choice in and control over activities Student 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)
72. Research Tells Us… When the learning environment provides: Opportunities for help-seeking from resources, peers, and teacher Students Engage in Self-Regulated Learning Behaviors
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74. Classroom Strategies Suns and Clouds Provide materials Post-its Resources (computer, access to media) Opportunities to regain focus: Personal timer (10 minutes) Get up, get a drink, stretch
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76. 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 procedural Students Engage in Self-Regulated Learning Behaviors
89. Classroom Opportunities for Providing Complex Tasks Group Projects Independent Projects Open-ended Questioning Investigation Centers Learning Contracts Activity Menus
90. Communication and Collaboration 21st Century Skills Learning and Innovation Collaborate with Others: Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal Assuming shared responsibility for collaborative work
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92. Independent & Group Projects Ask the question: Will you be able to stay interested in this topic for an extended period of time?
93. The first requisite of success is the ability to apply your physical and mental energies to one problem without growing weary. -Thomas Edison
94. Independent & Group Projects Project Ideas on the Web: Google: Siegle Curriculum Compacting OR http://www.gifted.uconn.edu/Siegle/CurriculumCompacting/section14.html
95. Independent & Group Projects Planning Templates by Googling: Management Plan Wizard Project Maker
99. Progress Report DatesProject Description: What do you hope to find out or learn?
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101. 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?
102. Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Solve Problems: Identify and ask significant questions that clarify various points of view and lead to better solutions
103. Getting Started: What skills, resources and materials will I need? Who is the intended audience?
105. Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Solve Problems: Solve different kinds of non-familiar problems in both conventional and innovative ways
106. Problem Solving Is able to identify the problem Different or unique approaches to a challenge Does not stop with one answer Thinks for self -- not swayed by opinion or answers of others Identifies extraneous or missing information Relates other information and experience to the problem
107. 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 are not needed.
108. 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.
109. 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.
113. Research Tells Us… When the 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
123. 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
124. Creativity and Innovation 21st Century Skills Learning and Innovation Think Creatively: Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
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126. A Teacher How-to Guide learners’ self-beliefs, goal setting, and expectations Help students frame information in a positive manner Provide specific cues
127. A Teacher How-to Promote reflective dialogue Modeling (e.g. think aloud) Student practice Group discussions
128. A Teacher How-to Provide corrective feedback Performance standards must be clear and perceived as attainable Focus feedback on the process of learning rather than on the student
129. A Teacher How-to Help learners link new experiences to prior learning Use experiential learning activities Focus on application of knowledge in broader context Integrate professional examples with classroom information
130. Self-Regulation The goal is to teach students a self-regulatory process to reach goals and aspirations. This involves breaking down goal attainment processes into teachable component parts.
133. 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
135. Agents of Learning:Independent Project to Student SuccessDay 3 Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu EduFest 2009 Boise, Idaho
137. 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…
138. Goal Setting: Why bother? Challenges students to give their efforts a preplanned direction Take responsibility for the key events that give form to their experience Provides opportunity for reflection
147. Effective Goal Setting Positive Statements “Improve understanding” vs. “Don’t make mistakes” Be Precise Measurable: Dates, times, amounts Write Goals Down Gives them more “force”
148. Effective Goal Setting Set Priorities When working with multiple goals or objectives, give each a status Helps direct attention and avoid feelings of being overwhelmed Keep Objectives Small Objectives are incremental steps within larger goal If the tasks are too large, progress is masked
149. Effective Goal Setting Set Performance Goals Set goals that you have as much control over as possible (especially in the beginning) Outcome goals are based on reward of achieving something “I want to beat my best time.” Necessary Skills Students must have necessary skills to achieve goal to be successful
150. 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
151. 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
152. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them.
153. Set goals that are slightly out of your immediate grasp, but not so far that there is not hope of achieving them. Think: Vygotsky & The Zone of Proximal Development
155. Think it Through What skills do I need to achieve this? What information and knowledge do I need? What help or assistance do I need? What resources do I need? What can block progress? Is there a better way of doing this?
156. Independent & Group Projects Processes of self-regulated learning and goal setting, skills for success, are integrated to be relevant in an academic setting.
157. What Kind of Goal? Artistic Behavior Relationship Physical Academic Educational Public Service
158. What Kind of Goal? Artistic Behavior Relationship Physical Academic Educational Public Service Do you want to make the world a better place?
159. 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”
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161. Attainment Measure and take pride in the achievement of goals Demonstrates forward progress Celebrate and enjoy the satisfaction of achievement Set a new goal
162. 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 Setting a New Goal
163. Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Make Judgments & Decisions: Reflect critically on learning experiences and processes
169. Critical Thinking and Problem Solving 21st Century Skills Learning and Innovation Use Systems Thinking: Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
170. Mindmap: Problem Solving, Goal Setting, & Decision Making Complete the circles with your goal and steps to achieve it. Then number the circle in the order you need to attack your goal. Goal: From Becoming an Achiever, Carolyn Coil, Pieces of Learning
174. McCoach Goals Worksheet Directions: Please complete all of the following sentences regarding the class that you are focusing on for this program. There are no right or wrong answers. Put down the first idea that comes into your head. When you are done, give this form back to your teacher/counselor. When I try hard in this class, it's because _________________________. I would spend more time on my schoolwork if _________________________. If I do poorly in this class, then ___________________________________. When I don't try hard in this class, it's because ____________________. I would rather do ___________________ than do my work for this class. Doing well in this class will help me to ________________________. Doing poorly in this class will keep me from ________________________. This class is important because ________________________________. The most interesting thing that I learned this year is _______________________. The thing that I am most interested in learning more about is ________________. The most interesting thing that I learned in _______ class is _________________. I feel best about myself when _______________________________________. I feel worst about myself when _____________________________________. I am most proud of _____________________________________________. I wish that I could ______________________________________________. When I grow up, I want to ________________________________________. I really value ___________________________________________________. Note: The goal valuations interventions are based on the work of D. Betsy McCoach.
175. 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:
176. PROBLEM SOLVING FOR GOAL SETTING AND DECISION MAKING Step 1: State the problem. Step 2: With at least one other person, brainstorm possible solutions to the problem. Remember, in brainstorming all ideas are accepted! IDEAS 1. 2. 3. 4. 5. 6. 7. 8. Step 3: Now write some positive points and some negative points about the ideas listed. In your list of ideas (above) put + for each positive idea and – for each negative idea. Step 4: In the space below, write down the ideas you will try and when you will try them. IDEA TIME LINE From Motivating Achievers, Carolyn Coil, Pieces of Learning
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179. Model the Behaviors You Want to See Organization Metacogntive Awareness Goal Setting Self-Reflection
182. Creativity and Innovation 21st Century Skills Learning and Innovation Work Creatively with Others: View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
192. Results- High levels of task engagement Increased willingness to exert effort to attain desired outcomes Process of learning becomes interesting and has value for the student
198. 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
