Ch. 7 “Activating Students as Owners of Their Own

Learning”

EDS 846/Dr. Faucettby-Tamara Linares + Regina Crawford

Evidence of Research on Impact of Activating Students

Student Self-Assessment

Study of 20 teachers in Portugal has concluded that students who were taught to self-assess were able to learn information within 20 weeks instead of the normal 38 weeks.

How this happened is unclear but the researchers attribute this to self-regulation.

Evidence of Research on Impact of Activating Students

What is Self-Regulated Learning?- based on on learning goals, student is able to coordinate cognitive resources, emotions and actions

2 BIG QUESTION ARE:

1. Do learners have necessary knowledge, skills and strategies to reach goal? ...OR...

2. Do learners have necessary skills but does not use them in classrooms?

Metacognition vs. Motivation

There has been a lot of research about M & M since the 1970s

What is Metacognition? Anybody? Anybody? (John Flavell-pg. 148)(let’s read together)

What is Motivation? Anybody? Everybody?

Metacognition

What one knows (metacognitive knowledge)

What one can do (metacognitive skills)

What one knows about own abilities (metacognitive experience)

Metacognition

Research shows clearly “the most effective learners are self-regulating”...AND...training students in metacognition raises their performance

These skills are ONLY useful if students are motivated to use them

MotivationWhen students fail to learn-We blame their lack of motivation

If students don’t learn-It is the teacher’s fault for not being a good motivator

Here is something new....................

Let motivation be a consequence of achievement (Mihaly Csikszentmihalyi-psychologist at the University of Chicago)

Motivation

When the level of challenge and capability is:

low + high = boredom

high + low = anxiety

low + low = apathy

high + high = “flow”

MotivationA study of 84 math classrooms from 5th-12th grades found that when students were provided constructive feedback by teachers, the students were more focused on learning rather than performance. (Deevers, 2006)

Which comes first Learning or Performance?

Motivation

Students are motivated when...

when goals are specific within reachchallenging

AssessmentsAssessments can improve instruction (how?)

Assessments can impact learner’s

-desire to learn

-willingness to learn

-capacity to learn

Monique Boekaerts (1993)

Self-regulated learners + motivational and cognitive perspectives=dual processing model

Dual Processing ModelShare learning goals

Promote ability is incremental

Make it difficult for students to compare themselves to each other

Provide feedback for future action

Engage students to become autonomous

learners Motivation

Practical Techniques for Self Reflection

Traffic Lights (Colleagues-what do you think this means?)

Practical Techniques for Self Reflection

Students self assess by Traffic Lights

green-confidence of what was learned

yellow-ambivalence

red-has not learned

Practical Techniques for Self Reflection

Students self assess by Red/Green CD’s

Practical Techniques for Self Reflection

Students self assess by colored cups

green-starts off understanding

yellow-teacher going too fast

red-if student wants to ask question

Practical Techniques for Self Reflection

Students self assess by learning portfolios

display latest and bestWIKI’s

Practical Techniques for Self Reflection

Students self assess by learning logs

Today I learned...

I was surprised by...

I was interested in...

One thing I am not sure about...

What I liked most was...

What do you think?

What do you do?

Conclusion…• Only learners create learning!!!• Teachers are simply facilitators of

learning.• All students can own their learning.• They simply need to be taught by

educating the teacher.• Help us help them.