Lecture 7 Teaching for SelfRegulation, Creativity,and Tolerance

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Lecture 7Teaching for Self-Regulation,
Creativity,and Tolerance
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Main questions in this chapter

• What are the factors that facilitate
  self-regulated learning?
• How would you define creativity, and what are
  sources and some ideas about creativity?
• What is emotional intelligence, and what are
  social and emotional learning?
• Why is compassion and tolerance important in
  schools?
• How can you create a learning community in your
  classroom?
• How can cooperative learning strategies promote
  academic and social development?

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Self-Regulation and Agency

• How are you studying right now? What goals have
  you set for your reading today? What is your plan
  for learning, and what strategies are you using
  right now to learn? How did you learn those
  strategies?

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Self-regulation

• Barry Zimmerman (2002) defines self-regulation as
  the process we use to activate and sustain our
  thoughts, behaviors, and emotions in order to
  reach our goals.When the goals involve learning,
  we talk aboutself-regulated learning.
• Self-regulated learners have a combination of
  academic learning skills and self-control that
  makes learning easier, so they are more
  motivated in other words, they have the skill
  and the will to learn (McCombs Marzano, 1990
  Murphy Alexander, 2000).
• Self-regulated learners transform their mental
  abilities, whatever they are, into academic
  skills (Zimmerman, 2002).

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What Influences Self-Regulation?

• Knowledge. To be self-regulated learners,
  students need knowledge about themselves, the
  subject, the task, strategies for learning, and
  the contexts in which they will apply their
  learning.
• Motivation. Self-regulated learners are motivated
  to learn .
• . Volition is an oldfashioned word for
  will-power. Self-regulated learners know how to
  protect themselves from distractionswhere to
  study .
• Family Influences.

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Self-Regulation Processesaccording to the follow
case, How to process self-regulation?

• Tracy, a high-school student who is
  devoted to MTV An important mid-term math exam
  is two weeks away, and she had begun to study
  while listening to popular music to relax her.
  Tracy has not set any study goals for
  herselfinstead she simply tells herself to do as
  well as she can on the test. She uses no specific
  learning strategies for condensing and memorizing
  important material and does not plan out her
  study time, so she ends up cramming for a few
  hours before the test. She has only vague
  self-evaluative standards and cannot gauge her
  academic preparation accurately. Tracy attributes
  her learning difficulties to an inherent lack of
  mathematical ability and is very defensive about
  her poor study methods. However, she does not ask
  for help from others because she is afraid of
  looking stupid, or seek out supplementary
  materials from the library because she already
  has too much to learn. She finds studying to be
  anxiety-provoking, has little self-confidence in
  achieving success, and sees little intrinsic
  value in acquiring mathematical skill.Clearly,
  Tracy is unlikely to do well on the test.What
  would help?

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Creativity

• Defining Creativity
• The creative individual as a person who
  regularly solves problems, fashions products, or
  defines new questions in a domain in a way that
  is initially considered novel but that ultimately
  becomes accepted in a particular cultural
  setting (Gardner, 1993a, p. 35).
• Creativity is the ability to produce work that is
  original, but still appropriate and useful (Berk,
  2002).

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What Is the Source of Creativity?

• 1. Domain-relevant skills including talents and
  competencies that are valuable for working in the
  domain. An example would be Michelangelos skills
  in shaping stone, developed when he lived with a
  stonecutters family as a child.
• 2. Creativity-relevant processes including work
  habits and personality traits such as a John
  Irvings habits of working 10-hour days to write
  and rewrite and rewriteuntil he perfected his
  stories.
• 3. Intrinsic task motivation or a deep curiosity
  and fascination with the task.

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Think about the difference?

• Creativity and Cognition.
• Creativity and Diversity.

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Assessing Creativity

• Divergent thinking
• E. P. Torrance has developed two types of
  creativity tests
• Convergent thinking

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Creativity in the Classroom

• How can teachers promote creative thinking?
• Brainstorming!!

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Social and Emotional Learning

• Emotional Intelligence
• What Is EQ?
• EQ Goes to School.

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Social Skills

• Many social skills are important for learning as
  well.For example, listening is valuable
• in relationships, in classes, and on the job.
• Example

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• Jeanine, a student in the class, has just
  practiced these
• listening skills in front of the class by
  role-playing the part of
• a student who is talking to her teacher about an
  assignment.
• In the role-play, Ms. Perez played herself. The
  class is now
• giving Jeanine feedback on her performance.
• Ms Perez First, did Jeanine look at me when I
  was talking?
• Before you answer, can someone tell me why its
  important
• to look at the person who is talking?
• Lorna You dont want the other person to think
  youre not
• listening even though you are. So you really have
  to show
• them you are listening.
• Ms. Perez Thats right, Lorna.Well, how did
  Jeanine do on
• this one?
• CharlesWell, she looked at you at first but
  while you were
• explaining the assignment she looked down at her
  feet. It
• kind of looked like she wasnt listening.
• Jeanine I was listening, but I guess I should
  have kept good
• eye contact all the way through.
• Ms. Perez Yes, Jeanine.To be honest, if I didnt
  know you

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• Milton I think she did well. She remembered
• not to laugh, fidget, or play with anything while
• you were talking.
• Ms. Perez I agree, Milton.Nice work, Jeanine.
• Now, can someone tell me what the next listening
• step is?
• Kyrie Its to think about what the person is
  saying.
• Ms. Perez Right,Kyrie. Lets let Jeanine
  evaluate herself on
• this one.
• JeanineWell, I tried to think about what you
  were saying. Once
• I felt my mind start to wander, but I followed
  your suggestion
• and started thinking about a question that I
  could ask you.
• Ms. Perez Good, Jeanine.Trying to think of a
  question to ask can
• be very helpful.How did you think you did on the
  next step? Did
• you nod your head or say yes to show you were
  following me?
• Jeanine I think I did.
• Ms. PerezWhat do the rest of you think? Did
  Jeanine nod her
• head or say yes?
• TaraWell, I saw her nod a little, but it was
  hard to tell.Maybe

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Learning to Listen

• Ms. Perez and her fourth-grade class are working
  on a unit on social skills in social studies.
  They are learning the skill of listening to
  someone who
• is talking by doing the following
• 1. Look at the person who is talking.
• 2. Remember to sit quietly.
• 3. Think about what is being said.
• 4. Say yes or nod your head.
• 5. Ask a question about the topic to find out
  more.

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Compassion and Tolerance

• Using Cooperative Learning
• Assign appropriate roles.
• Make sure you assume a supporting role as the
  teacher.
• Move around the room and monitor the groups
• Start small and simple until you and the students
• know how to use cooperative methods.
• Creating a Learning Community
• www.ablongman.com/woolfolk