Post on 22-Aug-2020
Social and Emotional Learning To Support Formative Assessment
Self-Regulation
Learning objectives
By the end of this session, participants will be able to:
Define self-regulation Understand the importance of self-regulation for formative assessment
Feel familiar with the research base in this area
Use actionable strategies to implement self- regulation interventions with students
Train other adults using the materials
provided
Self-regulation: What’s in a name?
Self-controlSelf-discipline Emotional
CompetenceSelf-regulation
Executive function
SELF-MANAGEMENT
Self-regulation: What’s in a name?
Self-Regulation
Future orientation
Self-control
Perseverance Grit
Personally valued future goal
Sub-goals Self-regulatory behaviorsGoal achievement
Future orientation
“Future time perspective” is a key feature that develops significantly in adolescence.
Example of future orientation
Marina was feeling a little lost during her junior year of high school. Part of her wanted to go to community college after high school to study child development, because she liked little kids and was interested in being a preschool teacher. But another part of her had always assumed she wouldn’t go to college. She was worried about sliding into an unfulfilling job after high school and being unhappy. Her older sister encouraged her to volunteer a couple of days a week at a preschool to see if she really liked being a preschool teacher. She loved it, and found that she fit in really well with the teachers at the school. She decided to find out the requirements for admission in the child development program, and started studying hard to pull her grades up in order to apply.
Self-control
Tune out distractions and temptations
Stay on task
Navigate obstacles
Self-control
Perseverance and grit
Perseverance and related constructs such as “grit” emphasize self-management and the ability to overcome setbacksLinked to the achievement of long-term goals, such as college attendance, but recent results are mixed.
Am I gritty?
http://angeladuckworth.com/grit-scale/
Discussion about GritDoes the idea of “grit” risk blaming youth for their circumstances?How can adults take responsibility for fostering self-management, perseverance, and grit through changes to the environment?
How does self-regulation relate toformative assessment?
Physical/physiological relationship
Unregulated stress responses distract from thinking
How does self-regulation relate toformative assessment?
Physical/physiological relationship
Stress management minimizes the distraction
How does self-regulation relate toformative assessment?
Metacognitive relationship Metacognition is thinking about one’s own thinking
Over time, students develop self-monitoring or self-assessment skills and new learning strategies
Students thus regulate their own learning and become independent learners
How does self-regulation relate toformative assessment?
Perseverance relationship
Teacher deliversinstruct
Teacher provides feedback
and/or
Student
Teacher
interprets
How does self-regulation relate toformative assessment?
Perseverance relationship
Teacher deliversinstruct
Teacher provides feedback
and/or
Student
Teacher
interprets
Stressmanagement
Mindfulness
Belonging
Promoting self-regulation: What can we do?
Tune out distractions and temptations
Stay on task
Navigate
obstacles
Classroom strategies to promote self-regulation
Start by promoting belonging
Classroom strategies to promoteself-regulation
• Give students a quiet space they can retreat to if they need a few minutes to calm themselves
• Teach students to take slow, deep breathswhen they’re feeling stressed
• If kids have sports practice, recess, and/orPE, encourage them to advantage of those times to play and be active
• Encourage empathy and patience• Practice mindfulness
Mindfulness experiment
A small-group counseling intervention, Student Success Skills, was provided to 53 fourth- and fifth-grade African American students in an inner-city environment. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill, feelings of connectedness to school, and executive function (related to self- regulation).
Lemberger, M. E., & Clemens, E. V. (2012).
Students picture a safe place where they feel protected and in control—a caring, supportive, and encouraging place. Before a task, students spend a few minutes breathing deeply and imagining
Exercise To PromoteSelf-Regulation: Possible Selves
Possible selves exercise
An intervention designed to help low- income and minority eighth-graders imagine “possible selves” increased success in moving toward APS goals: academic initiative, standardized test scores, and improved grades.Depression, absences, and in-schoolmisbehavior also declined. The effects were still present during a two-year follow-up.
Oyserman, D., Bybee, D., & Terry, K. (2006)
Students take part in a workshop in which they are asked to imagine a future “possible self,” list the obstacles they might encounter to realizing that self, and strategies they can use to
Possible selves exercise
Group discussions and/or writing exercises in which students reflect on their possible future selves to develop their vision of their own future– Students imagine themselves as successful
adults– Students spend time connecting future
possible selves to current school involvement– Students plan a path to attain their vision
Possible selves exercise Expands sense of academic identity and engagement in school
By promoting academic identity, students can build sense of belonging with school
School is important to my
future and I belong here.
Thank You
SEL for Formative Assessment by Davidson, S., Bates, L., McLean, C. and Lewis, K. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.