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Self-Regulation: Thinking About How Your Child Thinks . Sheronda Farrow & Amanda Slonaker VBCPS Psychological Services. Self-Regulation. What is self-regulation? - PowerPoint PPT Presentation
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Self-Regulation: Thinking About How Your Child Thinks
Sheronda Farrow & Amanda SlonakerVBCPS Psychological Services
Self-Regulation
What is self-regulation?
• “Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.” (National Resource Center on the Gifted and Talented; NRC/GT)
Self-Regulation“The Self-Regulated Learner”
• Compared with low achieving students, high achieving students more frequently:– Set specific learning goals– Use a variety of learning strategies– Self-monitor– Adapt their efforts systematically
Self-regulation and the Gifted Learner
Math/Quantitative Reasoning
Reading/Verbal Ability
ArtMusic
Dance
Self-regulation and the Gifted Learner
Regular Education Students
Gifted Education Students
High -Achieving Gifted Students
Use of Self-Regulation Strategies
Self-regulation and the Gifted Learner
Number of
Strategies
Types of Strategies
Effective Strategies
Aspects of Self-Regulated Learning
Aspects of Self-Regulated Learning
Self-regulation of behavior
Self-regulation of motivation and affect
Self-regulation of cognition
8(Zimmerman, 1989)
Self-Regulation of Behavior
• Involves students taking action to control their own resources around them– Time– Study environment– Use of others• Parents• Teachers• Peers
9(Garcia & Pintrich, 1994; Zimmerman, 1989)
Self-Regulation of Motivation & Affect
• Involves controlling and changing motivation and affect to improve learning– Self-efficacy– Goal orientation– Emotions (e.g., anxiety)
10(Zimmerman, 1989)
Self-Regulation of Cognition
• Involves the control of a variety of cognitive strategies for learning– Processing strategies
11(Garcia & Pintrich, 1994; Zimmerman, 1989)
SELF-REGULATORY STRATEGIES
Strategies
3 Categories•These strategies usually involve how a student
organizes and interprets information. Personal
•These strategies involve actions that the student takes.
Behavioral
•These strategies involve seeking assistance and structuring of the physical study environment.
Environmental
Strategies
• Organizing and transforming information• Keeping records and monitoring• Rehearsing and memorizing• Goal setting and planning/standard
setting
Personal
Personal Strategies
1. Organizing and Transforming Information
• Outlining• Summarizing• Rearrangement of materials• Highlighting• Flashcards/ index cards• Draw pictures, diagrams, charts• Webs/mapping
Personal Strategies
2. Goal setting and planning/standard setting
• Sequencing, timing, completing• Time management and pacing
Personal Strategies
3. Keeping records and monitoring
• Note-taking• Lists of errors made• Record of marks• Portfolio, keeping all drafts of assignments
Personal Strategies
4. Rehearsing and Memorizing
• Mnemonic devices• Teaching someone else the material• Making sample questions• Using mental imagery• Using repetition
Strategies & Instructional Practices
• Self-evaluating• Self-consequating
Behavioral
Behavioral Strategies
1. Self-evaluating (checking quality or progress)
• Task analysis (What does the teacher want me to do? What do I want out of it?)
• Self-instructions; enactive feedback• Attentiveness
Behavioral Strategies
2. Self-consequating
• Treats to motivate; self-reinforcement• Arrangement or imagination of punishments;
delay of gratification
Strategies & Instructional Practices
• Environmental Structuring• Seeking Information• Seeking Social Assistance
Environmental
Environmental Strategies
1. Environmental Structuring
• Selecting or arranging the physical setting• Isolating/ eliminating or minimizing
distractions• Break up study periods and spread them over
time
Environmental Strategies
2. Seeking Information
• Library resources• Internet resources• Reviewing cards• Rereading records, tests, textbooks
Environmental Strategies
3. Seeking Social Assistance
• From peers• From teachers or other adults• Emulate exemplary models
Study and Learning Strategies
Organization
• Homework Log/ Planner• To-Do/Done Folder• Keep reminder checklists• Chronological Order• Clean and re-organize
regularly• Pack bookbag and gather
materials prior to going to bed.
• Have a set place for materials in the home.
Note Taking*
• Include titles ,headings, dates, etc
• Write neatly• Highlight key phrases
when studying • Review notes periodically• Use similar format as text• Summarize in your own
words• Don’t try to write every
word• Invent a personal form of
shorthand
Active Study*
• Recite• Write• Visualize
Test-Taking Strategies*
Test Anticipation
Test Preparation
Posttest Analysis
Strategies for Homework
Time Management
Environmental Structuring
Seeking Information and Social Assistance
Self-Evaluation
Strategies for Reading
Goal setting and planning
Keeping records and monitoring
Organizing and Transforming Information
Strategies for Writing
Self-Evaluation
Planning and Organizing/ Transforming Information
Seeking Information and Social Assistance
Strategies for Mathematics
Self-monitoring
Cueing, Modeling, Verbal Rehearsal, Feedback
Paraphrasing, Visualization, and Planning
Strategies for Behavior
Self-monitoring
Self-Evaluating
Self-Consequating
Self-Regulation Strategies
Video http://www.youtube.com/watch?v=bwyFmGdktmM
Developing Your Own Plan
• Consider: – What works for other successful students? – What individual skills does your child need to develop
personally to be successful? – Which of the strategies may work for you.
***Practice skills. Give your child scenarios and discuss the self-regulatory aspects.***
Common Instructional Practices
Guidance
• Guide child’s goals, expectations, and beliefs about oneself– Help your child frame information in positive light– Provide cues to use self-regulatory strategies
Reflective Dialogue
• Promote reflective dialogue– Model think-aloud practices– Help your child practice reflective dialogue
Corrective Feedback
• Promote corrective feedback– Make goals clear and perceived as attainable.– Phrase feedback as statement about
task/behavior, not about your child.
Make Connections
• Help your child make connections between abstract concepts– Use examples your child has used– Use hands-on activities– Help your child separate relevant from irrelevant
information
New Experiences
• Help your child link new experiences to prior learning– Use experiential learning activities– Help your child apply knowledge learned to other
contexts– Integrate real-life examples with classroom
information