EdPsychSelfRegulation
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Transcript of EdPsychSelfRegulation
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Getting Prepared for Class: 9/3
Pick up your clicker!Log onto MOODLE
Download handouts for today Complete the quick write: Unconscious Processing
“On p. 15 of blink, Gladwell writes that our unconscious, our intuitive judgments, can be fallible. Based on what you learned in Modules 18, 19, & 20 under what conditions can we trust our intuition?”
Complete the TWO Me Too!Q & A Format Blink mini-quiz
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Agenda Sept. 3, 2009
Me too! : Q & A Format & Mini QuizRecap: “Knowing” from Cognitive Science
PerspectiveExecutive Processing
Metacognition Self-Regulation
What is a ‘self’Thin Slicing the Self The P-Word in Education
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Recap: Nature of “Knowing”
Information Processing Theory (STM) We know because we “perceived” it (WM) We know because we “processed” of it (LTM) We know because we can “recognize”/
“recall” it
“Knowing” means different things based on the framework you are using: Novice (belief structure, stereotype) Developing Expertise Expert
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Recap: Nature of “Knowing”
Defining Intuition from Cognitive Science: Reflect lack of knowledge (stereotype) vs.
expertise? Result of belief structure (moral framework)
vs. years of reasoning?
Why care?“Teaching is all about judgment…. Situated
judgment.” M. Frank Pajares Teachers carry beliefs / values / novice
schemas into the classroom
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How can I distinguish between my stereotypes and my expertise?
Executive Control Processes => Ability to Monitor our Own Learning Processes
Metacognition / Self-Regulation:Awareness of your own thinking processes
Knowing what you know (declarative knowledge)Knowing how to use what you know (procedural knowledge)Knowing when and why to use what you know in order to
accomplish a goal (conditional knowledge) Planning, monitoring, evaluating
‘becoming knowledgeable’Being Strategic! Learning to Self-Regulate
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Self-RegulationEffortful, Self-Sustaining
Problem Solving Skill => Involves being MetacognitiveIdentify a “goal” Break down complex problems into subcomponentsIdentify “strategies” Accomplish sub-goalsReflect on successes and failuresModify goals or strategies
Three Iterative PhasesForethought (Task Analysis; Self-Efficacy)Performance (Skill Selection and Enactment)Self-Reflection (Evaluation and Feedback)
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Where is the ‘self’ in self-regulation?
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Do you think you can really thin slice a person’s personality?
1. Yes
2. No
3. Abstain
Personality Theory: The BIG Five
•Openness to Experience•Conscientiousness•Extraversion•Agreeableness•Neuroticism
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Is this person talkative?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Does this person tend to find fault with others?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Is this person original and independent in their thinking?1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Is this person reserved?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Is this person disciplined?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Is this person reserved?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Is this person helpful and unselfish with others?
1. Not at All
2. A Little
3. Somewhat
4. Frequently
5. Very
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Comparing Thin Slicing to Thick Slicing
Average Years Known : 22.5 Years
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Can you thin slice a person’s personality? (someone you’ve NEVER met!?!?!)
1. Yes
2. No
Personality Theory argues that one’s personality is stable across the lifespan.
Temperament -> Personality• Inhibition -> Openness to Experience•Task Persistence -> Conscientiousness• Activity Level / Intensity -> Extraversion• Emotional Sensitivity / Mood -> Agreeableness• Adaptability / Regularity -> Neuroticism
“P-Word” in education = Personality
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How do Cognitive Scientists Understand the ‘Self’ : Self-ConceptSchema Theory Perspective
Self is constructed, malleable, multidimensional Emerges as a function of making sense of our
successes and failures in the world Emerges as a function of social comparison
What’s up with all these ‘self’ terms? Self-concept (descriptions; schema)
Multi-dimensional; hierarchically organized
Self-efficacy (task specific judgments) Self-worth (value) / Self-esteem (emotion)
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Where is the ‘self’ in self-regulation?
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Causal Attributions
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Comprehension Check Module 29: Dweck describes an ‘entity’ view of intelligence as:
1. Beliefs about personal competence in a particular situation.
2. Belief that ability is a fixed characteristic that cannot be changed.
3. An expectation that one’s efforts will lead to failure.
4. A personal explanation for success or failure.