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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?

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Self-Regulation: Thinking About How Your Child Thinks

Sheronda Farrow & Amanda Slonaker

VBCPS Psychological Services

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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)

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“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

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Self-regulation and the Gifted Learner

Use of Self-Regulation Strategies

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Self-regulation and the Gifted Learner

  • Effective Strategies

  • Types of Strategies

  • Number of Strategies

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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)

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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)

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Self-Regulation of Cognition

  • Involves the control of a variety of cognitive strategies for learning

    • Processing strategies

(Garcia & Pintrich, 1994; Zimmerman, 1989)

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Personal Strategies

1. Organizing and Transforming Information

  • Outlining

  • Summarizing

  • Rearrangement of materials

  • Highlighting

  • Flashcards/ index cards

  • Draw pictures, diagrams, charts

  • Webs/mapping

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Personal Strategies

  • Goal setting and planning/standard setting

  • Sequencing, timing, completing

  • Time management and pacing

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Personal Strategies

  • Keeping records and monitoring

  • Note-taking

  • Lists of errors made

  • Record of marks

  • Portfolio, keeping all drafts of assignments

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Personal Strategies

  • Rehearsing and Memorizing

  • Mnemonic devices

  • Teaching someone else the material

  • Making sample questions

  • Using mental imagery

  • Using repetition

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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

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Behavioral Strategies

  • Self-consequating

  • Treats to motivate; self-reinforcement

  • Arrangement or imagination of punishments; delay of gratification

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Environmental Strategies

  • Environmental Structuring

  • Selecting or arranging the physical setting

  • Isolating/ eliminating or minimizing distractions

  • Break up study periods and spread them over time

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Environmental Strategies

  • Seeking Information

  • Library resources

  • Internet resources

  • Reviewing cards

  • Rereading records, tests, textbooks

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Environmental Strategies

  • Seeking Social Assistance

  • From peers

  • From teachers or other adults

  • Emulate exemplary models

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Self-Regulation Strategies


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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.***

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  • Guide child’s goals, expectations, and beliefs about oneself

    • Help your child frame information in positive light

    • Provide cues to use self-regulatory strategies

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Reflective Dialogue

  • Promote reflective dialogue

    • Model think-aloud practices

    • Help your child practice reflective dialogue

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Corrective Feedback

  • Promote corrective feedback

    • Make goals clear and perceived as attainable.

    • Phrase feedback as statement about task/behavior, not about your child.

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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

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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