Transcript Teaching for Self-Regulation, Creativity and Tolerance Cluster 13 What is self regulation?

Teaching for Self-Regulation, Creativity
and Tolerance
Cluster 13
What is self regulation?
Barry Zimmerman (2002) defines it as the process we use to activate and
sustain our thoughts, behaviors, and emotions in order to reach our goals.
Characteristics of a Self-Regulated Learner
Academic learning skills, self control, motivated, skill and will to
succeed
Three factors influence the SKILL and WILL
Knowledge-about selves, subject, task at hand, strategies for learning,
contexts in which they apply their learning. Teachers play a large role in
teaching these skills.
Motivation-Schools is seen as interesting because of the value placed on
learning. Actions and choices for studying and learning are are selfdetermined
Self-discipline/volition- Will power. Parents, teachers and community
teach this through modeling, encouragement, and rewarding goal setting
Self-Regulation Processes
• Forethought phase
– Set clear reasonable goals
– Plan a few strategies for accomplishing those goals
• Performance phase
– Requires self-control and learning strategies
– Using imagery, mnemonics, attention focusing
– Self control
– Self-observation
– Change strategies if needed
– Record activity
• Post-performance phase/Reflection
– Reflect on what occurred
All of these can be learned and improved through direct
teaching, modeling, coaching and practice
Emotional Intelligence
• What is EQ? Emotional Intelligence-the ability to process emotional
information accurately and efficiently. (Relationships, job force,
school)
• Four broad abilities—perceiving- what you are feeling and how to
make good choices integrating- emotions into own thinking about
situations understanding- own emotions and those of others
managing emotions- ability to focus energy, persist, control
impulses and delay gratification
• Some argue that emotional intelligence is not a cluster of abilities but
instead is a personality trait
Preventing High-Risk Behaviors
• Characteristics of effective programs
– Include developmentally appropriate language
and concepts
– Teach students to resist social pressure-risks of
behaviors
– Provide training in skills that help in many
situations
– Give thorough coverage of a topic with follow-up
– Practice cultural sensitivity
Making Cooperative Learning
Work
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Face-to-face interaction
Positive interdependence
Individual accountability
Teach collaborative skills
Group processing
Setting Up Cooperative Groups
• Size and composition of groups
• Promoting the giving and receiving of
explanations (see Table 37.4)
• Assigning roles (see Table 37.5)
Models of Cooperative Learning
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Jigsaw
Reciprocal questioning
Scripted cooperation
Student Teams Achievement Divisions (STAD)
Teams-Games-Tournament (TGT)
Jigsaw
• Each member has responsibility for part of the material to be learned and
becomes an expert on that part
• Students teach each other the material on which they have developed
expertise
Student Teams Achievement Divisions (STAD)
• Students are assigned to heterogeneous teams
• Students' previous work used as base score or Individual Learning Expectation
score (ILE) to rate improvement
• Individual tests
• Group recognition based on team “improvement” scores
Scripted Cooperation
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Pairs of students work together and read sections of a text
One partner summarizes
The other partner provides critique
Both partners elaborate on the information
Partners switch roles for the next section
Misuses of Group Learning
• Process/procedure valued more than the
learning-w/students and teachers
• Group interactions can hinder learning and
negatively impact social relations in the class
• Misunderstandings reinforced and supported
• Socializing takes precedence over learning
• One “expert” student does all the workstudents shift dependency from teacher to
student in group
• Status differences may be increased
Creativity
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The ability to produce work that is original but still appropriate and useful
Creativity is specific rather than general purpose
Can be applied to any subject (usually associated with the arts)
“Invention” must be intentional
Creativity, talent and intelligence are related; they allow us to solve important
problems
What is the Source of Creativity?
• Creativity and Cognition
• Creativity and diversity
• Teresa Amabile’s Domain three component model of creativity
• Domain relevant skills
• Creativity-relevant processes
• Intrinsic task motivation
Assessing Creativity
• Focus on divergent thinking
• Responses to divergent thinking tasks scored for originality,
fluency, and flexibility (E.P. Torrence developed two types of
creativity tests-verbal and graphic)
• Teachers are not the best judges of creativity
Creativity in the Classroom
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Brainstorming
Defer judgment
Avoid ownership of ideas
“Hitchhike” on other ideas
Encourage wild ideas
Take your time—and play!
• Four dangers to avoid in promoting innovation
– Avoid excessive pressure that erodes a child’s intrinsic
motivation
– Avoid excessive pressure so that the child regrets the time
spent
– Avoid freezing the child into doing things in a safe,
technically-correct way
– Be aware of the psychological effects of emphasizing the
child’s talents
Creating a Learning Community
• Needed Characteristics
• students have choices
• emphasis is on personal improvement vs. comparison
• students are respected and supported by teacher
• 3 C’s for safe and productive schools
– Cooperative community
– Constructive conflict resolution
– Civic values
Conflict and Negotiation
• 5 Steps negotiating strategy
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Jointly define the conflict
Exchange positions and interests
Reverse Perspectives
Invent at least three arguments that allow mutual gain
Reach an integrative agreement
Steps in Peer Mediation
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Jointly define conflict
Exchange positions and interests
Reverse perspectives
Invent 3 arguments that allow mutual gain
Reach an integrative agreement
Respect and Protect Program
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Respect & protect the rights of others
Violence is not acceptable
Target violence-enabling behaviors
Clearly define violence-bully/victim violence and
violence arising from normal conflicts
• Adult-centered and student-centered interventions
Service Learning
• Characteristics of Service Learning
– Activities are organized and meet actual community needs
– Are integrated into the student’s curriculum
– Provide time to reflect and write about the service
experience
– Provide opportunities to apply newly learned academic
skills and knowledge
– Enhance both academic learning and a sense of care for
others