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Self-Regulation: Thinking About How Your Child Thinks

Self-Regulation: Thinking About How Your Child Thinks . Sheronda Farrow & Amanda Slonaker VBCPS Psychological Services. Self-Regulation. What is self-regulation?

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Self-Regulation: Thinking About How Your Child Thinks

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  1. Self-Regulation: Thinking About How Your Child Thinks Sheronda Farrow & Amanda Slonaker VBCPS Psychological Services

  2. 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)

  3. 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

  4. Self-regulation and the Gifted Learner

  5. Self-regulation and the Gifted Learner Use of Self-Regulation Strategies

  6. Self-regulation and the Gifted Learner • Effective Strategies • Types of Strategies • Number of Strategies

  7. Aspects of Self-Regulated Learning

  8. Aspects of Self-Regulated Learning (Zimmerman, 1989)

  9. Self-Regulation of Behavior • Involves students taking action to control their own resources around them • Time • Study environment • Use of others • Parents • Teachers • Peers (Garcia & Pintrich, 1994; Zimmerman, 1989)

  10. Self-Regulation of Motivation & Affect • Involves controlling and changing motivation and affect to improve learning • Self-efficacy • Goal orientation • Emotions (e.g., anxiety) (Zimmerman, 1989)

  11. Self-Regulation of Cognition • Involves the control of a variety of cognitive strategies for learning • Processing strategies (Garcia & Pintrich, 1994; Zimmerman, 1989)

  12. Self-regulatory Strategies

  13. Strategies

  14. Strategies

  15. Personal Strategies 1. Organizing and Transforming Information • Outlining • Summarizing • Rearrangement of materials • Highlighting • Flashcards/ index cards • Draw pictures, diagrams, charts • Webs/mapping

  16. Personal Strategies • Goal setting and planning/standard setting • Sequencing, timing, completing • Time management and pacing

  17. Personal Strategies • Keeping records and monitoring • Note-taking • Lists of errors made • Record of marks • Portfolio, keeping all drafts of assignments

  18. Personal Strategies • Rehearsing and Memorizing • Mnemonic devices • Teaching someone else the material • Making sample questions • Using mental imagery • Using repetition

  19. Strategies & Instructional Practices

  20. Behavioral Strategies • 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

  21. Behavioral Strategies • Self-consequating • Treats to motivate; self-reinforcement • Arrangement or imagination of punishments; delay of gratification

  22. Strategies & Instructional Practices

  23. Environmental Strategies • Environmental Structuring • Selecting or arranging the physical setting • Isolating/ eliminating or minimizing distractions • Break up study periods and spread them over time

  24. Environmental Strategies • Seeking Information • Library resources • Internet resources • Reviewing cards • Rereading records, tests, textbooks

  25. Environmental Strategies • Seeking Social Assistance • From peers • From teachers or other adults • Emulate exemplary models

  26. Study and Learning Strategies

  27. Test-Taking Strategies*

  28. Strategies for Homework

  29. Strategies for Reading

  30. Strategies for Writing

  31. Strategies for Mathematics

  32. Strategies for Behavior

  33. Self-Regulation Strategies Video http://www.youtube.com/watch?v=bwyFmGdktmM

  34. 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.***

  35. Common Instructional Practices

  36. 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

  37. Reflective Dialogue • Promote reflective dialogue • Model think-aloud practices • Help your child practice reflective dialogue

  38. Corrective Feedback • Promote corrective feedback • Make goals clear and perceived as attainable. • Phrase feedback as statement about task/behavior, not about your child.

  39. 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

  40. 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

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