This document discusses ways to help students take responsibility for their own learning through developing self-regulated learning behaviors. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their learning. Research shows that providing choice, strategy instruction, opportunities for goal-setting and self-evaluation can help students engage in self-regulated behaviors. The document provides examples of strategies like organizing tools, setting specific and meaningful goals, and fostering intrinsic motivation that teachers can use to help students gain control over their learning.

1. Helping StudentsSet Goals, Get Organized, &Self-Regulate Behavior for Academic Success Angela M. Housand University of North Carolina, Wilmington housanda@uncw.edu

2. angelahousand.com

3. Parent Email My 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.

4. Parent Email Although 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?

5. Do you know this student?

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

7. How can we help students to be responsible for their learning?

8. How can we give students the power to achieve their potential?

9. 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)

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. Self-Regulated Learning Multi-faceted construct Motivation Self-efficacy Competence Self-regulation of achievement (Boekaerts 1997; Corno, 2001; Flavell, 1979; Schunk & Zimmerman, 1998; Winne, 1995; Zimmerman, 1989, 1990, 2000)

12. 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

13. 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)

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

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

16. 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.

17. 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)

18. 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!”

19. 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.”

20. 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.”

21. 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.

22. 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

23. 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?

24. Feeling in Control of the Learning Process

25. Cyclical and Ongoing

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

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

28. 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?

29. 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

31. Provide reminders

33. Systems for recurring activities

34. Restroom / Drink

35. Library

37. Peers

38. Classroom resources (e.g. dictionary)

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

42. Wait for the answer

43. Be explicit in strategy instruction

44. Domain specific

45. Self-regulated learning

49. Organizational Strategies Notebooks – NO MORE Loose Leaf Binders with dividers Make a schedule for checking notebooks and stick with it Provide time in class! Allow students with complete notebooks to work on something they enjoy while others are given time to organize

50. Organizational Strategies Notebook in the Cloud Diigo Google Docs Google Calendar

55. Organizational Strategies No Need for Modifications! Successful for Underachievers A copy at home Learning contracts with student/teacher/parent No Need for Assignment Log Instruction time is VALUABLE! Less need for positive reinforcement – technology is integrated

56. 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

57. Infrastructure

58. Infrastructure

59. (Eduventures)

60. Infrastructure

61. Infrastructure

62. Infrastructure

64. Give them time to manage their world…

65. Technology Should... Enable NOT Disable

66. Research Tells Us… When the learning environment provides: Explicit strategy instruction, both domain specific and metacognitive strategy instruction Students Engage in Self-Regulated Learning Behaviors

67. 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.

68. Competence… The state or quality of being adequately or well qualified. The ability to be successful.

69. Self-Efficacy An individual’s personal judgment of his or her own ability to succeed.

70. 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

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

72. Research Tells Us… When the 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

73. 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…

76. Goal Setting 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

77. Specific Measurable Attainable Realistic Time-bound

78. 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

79. 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

80. 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

81. What is your personal definition of success?

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

83. What Kind of Goal? Artistic What do you want to create, invent, form, generate, or make? Attitude Is there any part of the way you behave that upsets you?

84. What Kind of Goal? Academic What level do you want to reach in school? What do you want to accomplish that you have not before? Education What information and skills will you need to achieve your current goal? Your future goals?

85. What Kind of Goal? Family How do you want to be seen by your parents or by other members of your family? Physical Are there any athletic goals you want to achieve? Do you want to create habits that lead to lifelong health?

86. 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”

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

88. "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

89. Attainment Measure and take pride in the achievement of goals Demonstrates forward progress Celebrate and enjoy the satisfaction of achievement Set a new goal

90. Goalforit.com

91. 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?

93. Was I distracted and how did I get back to work?

94. Did I plan enough time or did it take longer than I thought?

96. Internalizing Motivation Amotivation Intrinsic Motivation (Deci & Ryan, 1995; Ryan & Deci, 2000)

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

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

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

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

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

102. Internalizing Motivation Amotivation Intrinsic Motivation (Deci & Ryan, 1995; Ryan & Deci, 2000)

103. “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

104. Moving Forward

110. Encourage Risk Taking Resilience Perseverance (Cox, 1926; Reis, 1995, 1998, 2005; Sternberg & Lubart 1993; Van-Tassel Baska 1989; Walberg et. al., 1981; Walberg & Paik, 2005)

111. Failure is Part of the Learning Process

112. P Thomas Edison

113. P Thomas Edison Teachers’ opinion: “too stupid to learn.” Mistakes made for light bulb: 3,000 Total Lifetime Patents: 1,093

114. All great achievements require time… -Maya Angelou

115. Achievement results from work realizing ambition. -Adam Ant

116. Even highly self-regulated students…

117. Even highly self-regulated students… …need support!

118. Questions?

119. Thank You!