Teaching%20for%20Self-Regulation,%20Creativity

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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 self-determined
Self-discipline/volition- Will power. Parents,
teachers and community teach this through
modeling, encouragement, and rewarding goal
setting
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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

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Emotional Intelligence

• What is EQ? Emotional Intelligence-the ability
  to process emotional information accurately and
  efficiently. (Relationships, job force, school)
• Four broad abilitiesperceiving- 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

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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

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Making Cooperative Learning Work

• 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)

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Models of Cooperative Learning

• Jigsaw
• Reciprocal questioning
• Scripted cooperation
• Student Teams Achievement Divisions (STAD)
• Teams-Games-Tournament (TGT)

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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

• 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

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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 work-students
  shift dependency from teacher to student in group
• Status differences may be increased

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Creativity

• 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 Amabiles Domain three component model of
  creativity
• Domain relevant skills
• Creativity-relevant processes
• Intrinsic task motivation

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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

• Brainstorming
• Defer judgment
• Avoid ownership of ideas
• Hitchhike on other ideas
• Encourage wild ideas
• Take your timeand play!

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• Four dangers to avoid in promoting innovation
• Avoid excessive pressure that erodes a childs
  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 childs talents

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Creating a Learning Community

• Needed Characteristics
• students have choices
• emphasis is on personal improvement vs.
  comparison
• students are respected and supported by teacher
• 3 Cs for safe and productive schools
• Cooperative community
• Constructive conflict resolution
• Civic values

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Conflict and Negotiation

• 5 Steps negotiating strategy
• 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

• Jointly define conflict
• Exchange positions and interests
• Reverse perspectives
• Invent 3 arguments that allow mutual gain
• Reach an integrative agreement

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Respect and Protect Program

• 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

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Service Learning

• Characteristics of Service Learning
• Activities are organized and meet actual
  community needs
• Are integrated into the students 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