Confratute 2011 Helping Students Get Organized and Self-Regulate Behavior for 21st Century Success Self-Determined Success

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. & angelahousand.com

11. The 21st Century

13. What constitutes success in the 21st Century?

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

15. Learning and Innovation Skills Creativity & Innovation Critical Thinking & Problem Solving Communication Collaboration 21st Century Skills

16. Life and Career Skills Flexibility & Adaptability Initiative & Self-Direction Social & Cross Cultural Skills Productivity & Accountability Leadership & Responsibility 21st Century Skills

17. Information, Media, & Tech. Skills Information Literacy Media Literacy Information, Communications, & Technology (ICT) Literacy 21st 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 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)

24. 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

25. 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)

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. 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)

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 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!”

35. 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.”

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

37. Teacher Strategy Instruct 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 Strategy Instruct 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 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?

40. 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.

41. 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

42. 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?

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

45. Did I plan enough time?

47. 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?

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

49. Teacher Strategy Engage students in complex tasks: Extend over time Allow for variation in expression style Integrate 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 Strategy Encourage risk-taking Ensure that students are sufficiently challenged so they have opportunities to fail

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

56. Failure is Part of the Process Resilience Perseverance

57. Questions?

59. Being in the Moment: Mindful Walking Concentrate on how your feet feel when they hit the ground Notice your breath as you walk Notice what you hear - Don’t ignore anything Notice what you see - Look closely; stop to absorb details If thoughts pop up - Let them go and return to Step 1…

60. Topics for the Week Tomorrow: 21st Century Tools for Strategic Action Day 3: Motivation Day 4: Self-Determined Success

62. Strategic Action

63. Getting Organized in the 21st Century

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

65. Causes 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

68. 5 Easy Steps!

69. Identify Your Priorities Step 1

70. 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…

71. Writing Prompt Helps Students Identify priorities Identify areas for improvement and focused effort Attain truthful self-awareness

72. Slife.com

78. SLIFE Provides Students A retroactive view of productivity A needs assessment Opportunity to identify priorities related to action & time A tool for action regulation

80. Google Calendar Supports Time management Sequencing Setting Priorities Notification of Deadlines

83. Set Goals Step 2

84. Goal Setting Challenges students to give their efforts a preplanned direction Enables students to take responsibility for the key events that give form to their experience Provides an opportunity for reflection

85. What is your personal definition of success?

86. 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

87. 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

88. Teacher Strategy Help students set goals that are slightly out of their immediate reach, but not so far that they cannot achieve them Helps 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. Specific Measurable Attainable Realistic Time-bound

93. Privacy & Security

94. Categorize for different types of goals.

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 GO AND HOW DO YOU PLAN TO GET THERE? From Motivating Achievers, Carolyn Coil, Pieces of Learning

107. 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”

108. Cyclical and Ongoing

109. 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

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

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

112. Manage Time & Materials Step 3

113. Infrastructure

114. Infrastructure

115. Infrastructure

116. Infrastructure

117. Infrastructure

118. Infrastructure

119. One Laptop per Child

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 Strategies Notebooks Loose Leaf Binders with Dividers Checking notebooks is necessary Provide time in class to organize “Read a book while you wait” – Organized students have to wait.

124. Organizational Strategies Notebooks Loose Leaf Binders with Dividers Checking notebooks is necessary Provide 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 Strategies Organize Supplies A checklist of supplies for home and school Create a place for supplies Students think about the things they need on a routine basis

137. Organizational Strategies Organize Supplies A checklist of supplies for home and school Create a place for supplies Students think about the things they need on a routine basis Still true, BUT avoid the paper chase!

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

146. Mind mapping

147. Brainstorming

148. Data gathering and analysis

149. Shared Organization

150. Collaborative writing projects

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

155. Organizational Strategies Modifications for Underachievers Allow them to keep a copy of the textbook at home Employ learning contracts Require 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 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

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

159. I

161. Organizational Strategies Keep a “TO DO” List Prioritize Completion check box Deadline driven Revised regularly

162. Organizational Strategies Keep a “TO DO” List Prioritize Completion check box Deadline driven Revised regularly YES, YES, YES!

165. Teacher Strategy Use Google Calendar to: Create group calendars Provide assignment due dates Set project timelines Existing location for parent information

167. Set “reminders”

168. Use with iGoogle

169. Track project timelines

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?

174. Completion Date

175. Progress Report

176. Dates

188. 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

189. 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…

190. 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

191. Think Mobility

194. 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

195. Be Discerning Step 4

197. Do I really need this tool or information? Be a purposeful adopter Specialize in your needs Right tool right job

200. Reflect & Evaluate Step 5

202. Was I distracted?

203. Limit times you answer emails

204. Delay of gratification

205. Did I plan enough time?

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.

212. Questions?

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

214. Topics for the Week Tomorrow: Motivation Day 4: Self-Determined Success

216. Motivation

217. 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.

218. 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?

219. Do you know this student?

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

221. Internalizing Motivation Amotivation Intrinsic 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. PersonallyMeaningful Tied to Student’s Identity Personally Interesting Integral to the Student’s Vision of the future Viewed as Useful (Eccles & Wigfield)

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

227. Internalizing Motivation Amotivation Intrinsic 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-Efficacy An individual’s personal judgment of his or her own ability to succeed.

232. 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

233. Increasing Self-efficacy Past performance Vicarious 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 Learners Achieve highly Learn conceptually Stay in school (Reeve, 2002)

236. 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)

237. Autonomously-Motivated Studentsvs.Control-Motivated Students Higher academic achievement Higher perceived competence More positive emotionality Higher self-worth (Reeve, 2002)

238. Autonomously-Motivated Studentsvs.Control-Motivated Students Preference for optimal challenge Enjoy optimal challenge Stronger perceptions of control Greater creativity Higher rates of retention (Reeve, 2002)

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

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

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

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

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

246. 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

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

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

249. Teacher Strategy Students benefit from being listened to Students suffer from being bossed

250. Parents and students rate controlling teachers as significantly more competent than autonomy-supportive teachers.

251. 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

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

253. Topics for the Week Tomorrow: Self-Determined Success

254. Thank You!