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Self-Regulation

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Leanne Shultz

on 19 September 2013

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Transcript of Self-Regulation

Student Self-Regulation
&
Cognitive Behavior Modification

"What is Self-Regulation?"
Making a Plan
Staying On Track
Going Further
References
(2013). Best Goal-Setting Apps. AppAdvice LLC. http://appadvice.com/appguides/show/habit-building-apps

(2013). Open Clip Art [Web Service]. Available at http://www.openclipart.org.

Bogawat, A. (2011). 15 Fantastic Apps to Track & Manage Your Goals. AppStorm. http://web.appstorm.net/roundups/15-fantastic-apps-to-track-manage-your-goals/

Woolfolk, A. (2004). Educational Psychology, 9th Ed. Boston: Pearson Education, Inc.
The Skill of Self-Management
Recent studies in behavioral psychology have emphasized the importance of helping individuals take control of their own learning, and therefore change their own behaviors.

Self-management is the use of behavioral learning principles to change one's own behaviors (Woolfolk, 2004).

One of the most powerful lessons teachers can teach is that of self-management.
http://openclipart.org/people/shokunin/happy.svg
Cognitive Behavior Modification
Cognitive behavior modification is less focused on behavioral/externally measurable progress, and more of an internal process of self-talk and analysis.

Meichenbaum (1977) outlined the steps students are taught to follow:
An adult models a task while talking to him/herself out loud.
The student performs the same task under the adult's supervision.
The student performs the same task, this time instructing him/herself out loud.
The student performs the same task, this time whispering the instructions to him/herself.
The student performs the same task while using silent self-talk to guide him/her.
First, it is important to accept that the level of will power each student possesses may differ, which will play directly into the success rate of a reward program.

If a student is driven to succeed, he or she may be able to deny themselves of something they truly want until an achieveable goal is met.

Here are some tips for goal-setting and choosing appropriate rewards from TeachHub.

http://www.teachhub.com/how-help-students-set-and-reach-their-goals
Rewards: A Slippery Slope
Goal Setting
Self-Correction
Older students are likely to learn how to properly self-evaluate more readily than younger students.

For these students, the skill of self-correction can be introduced.
Students evaluate their own work against a set of standards
Students edit their work
Students re-evaluate their own work using the same set of standards
Develop specific self-monitoring objectives appropriate to your students' abilities and age levels. Some examples might include:
number of assignments completed
time spent on homework/skills practice
books read or pages read over a time period
charting test scores
diary entries about academic successes and struggles
checklists

You may want to start out with objective self-recording tasks that are easier for students to complete.

Self-regulation requires a degree of self-judgment that may be difficult for students who have strong preconcieved notions about their academic struggles or successes. Gradually build up to more complex self-evaluation strategies.


http://openclipart.org/people/mpuq/crashtest.svg
http://openclipart.org/people/mpuq/1378113654.svg
http://openclipart.org/people/ben/Abstract_Tree_Vector_Art.svg
http://openclipart.org/people/Machovka/Machovka_kite.svg
Why should teachers teach self-regulation strategies to their students?
Students take responsibility for their own learning
Students hold themselves to high standards with teacher support
High standards tend to lead to higher performance




Self-Reinforcement
Self-Instruction
Free Self-Management Tools
Making & Breaking Habits
Way of Life
https://itunes.apple.com/US/app/id393159800
Habit List
https://itunes.apple.com/US/app/id525102168

Short Term Task Management
Remember the Milk
http://www.rememberthemilk.com/

Long Term & Life Goals
43 Things
http://www.43things.com/
Everest
https://itunes.apple.com/US/app/id581016826

Diet & Exercise
My Fitness Pal
http://www.myfitnesspal.com/
Livestrong
http://www.livestrong.com/

Productivity Monitoring & Tracking
Slife
http://www.slifeweb.com/
Rescue Time
https://www.rescuetime.com/
In order for an individual to have the capability of educating themselves, that individual needs the following skills:

1. the ability to manage one's own life,
2. the ability to set one's own goals,
and
3. the ability to provide one's own reinforcement.


To facilitate the formation of self-management skills, teachers can engage students in their own short-term goal-setting, self-observation and record keeping, and self-evaluation including appropriate reinforcement.
Where to begin?
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Resources for Student Self-Management Tracking
Check out the various templates available through Scholastic for student use in a variety of situations.
http://teacher.scholastic.com/professional/selfassessment/checklist/

Tried-and-true "Status of the Class" and "Running Dialogue Observation" form templates available through Teaching Today.
http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/80

Video about Best Practices in Student Self-Assessment...
Self-reinforcement is still a controversial idea in educational psychology, but it is worth considering how (or if) to teach your students how to provide their own motivators and rewards.

While self-monitoring and goal setting may be motivation enough for some students, the introduction of a reward system has been shown to produce higher success rates in some situations, as well.

Following, we will explore how such reward systems might work for individual students.
Tapping into Existing Resources
Encourage students to look at potential motivators and accountability sources, such as family members, sports coaches, and study groups.

In your classroom, consider requiring students to fill out a public progress report toward a specific goal. Perhaps a class goal will motivate students to encourage and help their struggling colleagues.

One of the most important parts of self-regulation is the individual's ability to accomplish the next steps toward their goal without needing direct instruction. Teachers may consider grouping together students with similar goals to help each other identify their upcoming needs.
Manning and Payne (1996) state that listening, planning, working, and checking skills can increase student learning. If students are taught to produce study prompts or procedural questions, they will be able to apply those same prompts and questions during private cognitive self-instruction.

Teachers may choose to engage students in creating decorative classroom aides that allow students to recall this kind of self-talk on a regular basis.

This self-talk, combined with behavioral self-regulation methods, helps each student take control of their own learning process.
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