Self-Regulation: Thinking About How Your Child Thinks

Sheronda Farrow & Amanda SlonakerVBCPS Psychological Services

Self-Regulation

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)

Self-Regulation“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

Self-regulation and the Gifted Learner

Math/Quantitative Reasoning

Reading/Verbal Ability

ArtMusic

Dance

Self-regulation and the Gifted Learner

Regular Education Students

Gifted Education Students

High -Achieving Gifted Students

Use of Self-Regulation Strategies

Self-regulation and the Gifted Learner

Number of

Strategies

Types of Strategies

Effective Strategies

Aspects of Self-Regulated Learning

Aspects of Self-Regulated Learning

Self-regulation of behavior

Self-regulation of motivation and affect

Self-regulation of cognition

8(Zimmerman, 1989)

Self-Regulation of Behavior

• Involves students taking action to control their own resources around them– Time– Study environment– Use of others• Parents• Teachers• Peers

9(Garcia & Pintrich, 1994; Zimmerman, 1989)

Self-Regulation of Motivation & Affect

• Involves controlling and changing motivation and affect to improve learning– Self-efficacy– Goal orientation– Emotions (e.g., anxiety)

10(Zimmerman, 1989)

Self-Regulation of Cognition

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

11(Garcia & Pintrich, 1994; Zimmerman, 1989)

SELF-REGULATORY STRATEGIES

Strategies

3 Categories•These strategies usually involve how a student

organizes and interprets information. Personal

•These strategies involve actions that the student takes.

Behavioral

•These strategies involve seeking assistance and structuring of the physical study environment.

Environmental

Strategies

• Organizing and transforming information• Keeping records and monitoring• Rehearsing and memorizing• Goal setting and planning/standard

setting

Personal

Personal Strategies

1. Organizing and Transforming Information

• Outlining• Summarizing• Rearrangement of materials• Highlighting• Flashcards/ index cards• Draw pictures, diagrams, charts• Webs/mapping

Personal Strategies

2. Goal setting and planning/standard setting

• Sequencing, timing, completing• Time management and pacing

Personal Strategies

3. Keeping records and monitoring

• Note-taking• Lists of errors made• Record of marks• Portfolio, keeping all drafts of assignments

Personal Strategies

4. Rehearsing and Memorizing

• Mnemonic devices• Teaching someone else the material• Making sample questions• Using mental imagery• Using repetition

Strategies & Instructional Practices

• Self-evaluating• Self-consequating

Behavioral

Behavioral Strategies

1. 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

Behavioral Strategies

2. Self-consequating

• Treats to motivate; self-reinforcement• Arrangement or imagination of punishments;

delay of gratification

Strategies & Instructional Practices

• Environmental Structuring• Seeking Information• Seeking Social Assistance

Environmental

Environmental Strategies

1. Environmental Structuring

• Selecting or arranging the physical setting• Isolating/ eliminating or minimizing

distractions• Break up study periods and spread them over

time

Environmental Strategies

2. Seeking Information

• Library resources• Internet resources• Reviewing cards• Rereading records, tests, textbooks

Environmental Strategies

3. Seeking Social Assistance

• From peers• From teachers or other adults• Emulate exemplary models

Study and Learning Strategies

Organization

• Homework Log/ Planner• To-Do/Done Folder• Keep reminder checklists• Chronological Order• Clean and re-organize

regularly• Pack bookbag and gather

materials prior to going to bed.

• Have a set place for materials in the home.

Note Taking*

• Include titles ,headings, dates, etc

• Write neatly• Highlight key phrases

when studying • Review notes periodically• Use similar format as text• Summarize in your own

words• Don’t try to write every

word• Invent a personal form of

shorthand

Active Study*

• Recite• Write• Visualize

Test-Taking Strategies*

Test Anticipation

Test Preparation

Posttest Analysis

Strategies for Homework

Time Management

Environmental Structuring

Seeking Information and Social Assistance

Self-Evaluation

Strategies for Reading

Goal setting and planning

Keeping records and monitoring

Organizing and Transforming Information

Strategies for Writing

Self-Evaluation

Planning and Organizing/ Transforming Information

Seeking Information and Social Assistance

Strategies for Mathematics

Self-monitoring

Cueing, Modeling, Verbal Rehearsal, Feedback

Paraphrasing, Visualization, and Planning

Strategies for Behavior

Self-monitoring

Self-Evaluating

Self-Consequating

Self-Regulation Strategies

Video http://www.youtube.com/watch?v=bwyFmGdktmM

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.***

Common Instructional Practices

Guidance

• Guide child’s goals, expectations, and beliefs about oneself– Help your child frame information in positive light– Provide cues to use self-regulatory strategies

Reflective Dialogue

• Promote reflective dialogue– Model think-aloud practices– Help your child practice reflective dialogue

Corrective Feedback

• Promote corrective feedback– Make goals clear and perceived as attainable.– Phrase feedback as statement about

task/behavior, not about your child.

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

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