February 15, 2010, 8.30 AM

Location http://hsana.org/

Section I and section II are parallel sections, section III and section IV are parallel sections.

Session I: Student Self-Regulated Learning 9:00- 12:00

Breana Dacy, the University of Texas at Austin

What do you already know?  Questionnaire for teachers to develop a baseline of what they already know about self-regulated learning. (9:00 – 9:15)

Generating groups – Teachers will form groups of 3-4 with other teachers who teach the same students OR the same subject (if possible). (9:15-9:20)

Introduction to Self-Regulation (9:20 – 9:45)

General Characteristics of Self-Regulated Learning (Pintrich, 2004)

Learners are actively involved in creating meaning.

1. Example – A group of four students write down their own definitions of the term “civil rights” and then share their definitions with the group, it is then the group’s job to discuss and come up with a shared definition.
2. Other examples?

Learners are capable of thinking about their thinking process and their motivation.

1. Example – Before beginning a word problem, learners are asked to choose a strategy and tell why they believe this strategy will be most effective in solving the problem.
2. Other examples?

Learners have a clear idea of the goal they are trying to reach so that they can measure their progress.

1. Example – Before a science class begins their assignment of creating models and descriptions of the layers of the earth, the teacher and students discuss and agree upon the criteria for the process, the physical product, and the written description as well as how each part will be graded.
2. Other examples?

When students self-regulate, their achievement increases beyond what would be expected by their aptitude alone.

1. When students are asked to choose goals for a learning activity, their motivation increases and they internalize the new information more effectively.  This results in 1) remembering the information longer, and 2) being better able to use the information in a different context.
2. Other examples?                                                                                             

What does self-regulation look like in terms of your students? (9:45-10:15)

Small Group Discussion – Guiding Questions (handout): Students who are NOT self-regulated, Given the definition on the screen, what would you expect/ have you noticed from students who ARE self-regulated?

Whole Group Share of answers discussed in part A.

Models of Self-regulation. (10:15-10:40)

Self-Regulation as a cyclical model: Goal-setting, Monitoring, Reflection Activity: Handout of cyclic model – Teachers will fill in the model as we discuss each part in greater detail.

The role of goal-setting and planning

Goal ownership and autonomy-support.  Example: Research on motivation tells us that people don’t like being told what to do (really?)  Ways to get around this inevitability: 1) Give students choices, and 2) Ask them to come up with their goals for an activity (give them ideas of the types of goals they can choose).

Goal-setting and Rubrics – Clear expectations.  This can be done with the students or as a guide for students.  The important thing is that they set their goals based on a clear idea of the criteria for success.

Break (10:40-10:55)

How can self-regulation principles be incorporated into student tasks? (10:55 – 11:30)

 Activity Part 1 - Guided examples

Activity Part 2 - Chart handout – applying the information to your upcoming curriculum), Individual tasks, Group Tasks, Whole-class Tasks, Classroom management

Small-group discussion

Whole group share – Group decides on one example to share with whole group.

Revisiting our initial ideas of self-regulated students (11:30 – 11:45)

Formative assessment – Check your own understanding (11:45 – 12:00)