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Lecture 7 Teaching for SelfRegulation, Creativity,and Tolerance

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What are the factors that facilitate self-regulated learning? ... Kyrie: It's to think about what the person is saying. Ms. Perez: Right,Kyrie. ... – PowerPoint PPT presentation

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Title: Lecture 7 Teaching for SelfRegulation, Creativity,and Tolerance


1
Lecture 7Teaching for Self-Regulation,
Creativity,and Tolerance
2
Main questions in this chapter
  • What are the factors that facilitate
    self-regulated learning?
  • How would you define creativity, and what are
    sources and some ideas about creativity?
  • What is emotional intelligence, and what are
    social and emotional learning?
  • Why is compassion and tolerance important in
    schools?
  • How can you create a learning community in your
    classroom?
  • How can cooperative learning strategies promote
    academic and social development?

3
Self-Regulation and Agency
  • How are you studying right now? What goals have
    you set for your reading today? What is your plan
    for learning, and what strategies are you using
    right now to learn? How did you learn those
    strategies?

4
Self-regulation
  • Barry Zimmerman (2002) defines self-regulation as
    the process we use to activate and sustain our
    thoughts, behaviors, and emotions in order to
    reach our goals.When the goals involve learning,
    we talk aboutself-regulated learning.
  • Self-regulated learners have a combination of
    academic learning skills and self-control that
    makes learning easier, so they are more
    motivated in other words, they have the skill
    and the will to learn (McCombs Marzano, 1990
    Murphy Alexander, 2000).
  • Self-regulated learners transform their mental
    abilities, whatever they are, into academic
    skills (Zimmerman, 2002).

5
What Influences Self-Regulation?
  • Knowledge. To be self-regulated learners,
    students need knowledge about themselves, the
    subject, the task, strategies for learning, and
    the contexts in which they will apply their
    learning.
  • Motivation. Self-regulated learners are motivated
    to learn .
  • . Volition is an oldfashioned word for
    will-power. Self-regulated learners know how to
    protect themselves from distractionswhere to
    study .
  • Family Influences.

6
Self-Regulation Processesaccording to the follow
case, How to process self-regulation?
  • Tracy, a high-school student who is
    devoted to MTV An important mid-term math exam
    is two weeks away, and she had begun to study
    while listening to popular music to relax her.
    Tracy has not set any study goals for
    herselfinstead she simply tells herself to do as
    well as she can on the test. She uses no specific
    learning strategies for condensing and memorizing
    important material and does not plan out her
    study time, so she ends up cramming for a few
    hours before the test. She has only vague
    self-evaluative standards and cannot gauge her
    academic preparation accurately. Tracy attributes
    her learning difficulties to an inherent lack of
    mathematical ability and is very defensive about
    her poor study methods. However, she does not ask
    for help from others because she is afraid of
    looking stupid, or seek out supplementary
    materials from the library because she already
    has too much to learn. She finds studying to be
    anxiety-provoking, has little self-confidence in
    achieving success, and sees little intrinsic
    value in acquiring mathematical skill.Clearly,
    Tracy is unlikely to do well on the test.What
    would help?

7
Creativity
  • Defining Creativity
  • The creative individual as a person who
    regularly solves problems, fashions products, or
    defines new questions in a domain in a way that
    is initially considered novel but that ultimately
    becomes accepted in a particular cultural
    setting (Gardner, 1993a, p. 35).
  • Creativity is the ability to produce work that is
    original, but still appropriate and useful (Berk,
    2002).

8
What Is the Source of Creativity?
  • 1. Domain-relevant skills including talents and
    competencies that are valuable for working in the
    domain. An example would be Michelangelos skills
    in shaping stone, developed when he lived with a
    stonecutters family as a child.
  • 2. Creativity-relevant processes including work
    habits and personality traits such as a John
    Irvings habits of working 10-hour days to write
    and rewrite and rewriteuntil he perfected his
    stories.
  • 3. Intrinsic task motivation or a deep curiosity
    and fascination with the task.

9
Think about the difference?
  • Creativity and Cognition.
  • Creativity and Diversity.

10
Assessing Creativity
  • Divergent thinking
  • E. P. Torrance has developed two types of
    creativity tests
  • Convergent thinking

11
Creativity in the Classroom
  • How can teachers promote creative thinking?
  • Brainstorming!!

12
Social and Emotional Learning
  • Emotional Intelligence
  • What Is EQ?
  • EQ Goes to School.

13
Social Skills
  • Many social skills are important for learning as
    well.For example, listening is valuable
  • in relationships, in classes, and on the job.
  • Example

14
  • Jeanine, a student in the class, has just
    practiced these
  • listening skills in front of the class by
    role-playing the part of
  • a student who is talking to her teacher about an
    assignment.
  • In the role-play, Ms. Perez played herself. The
    class is now
  • giving Jeanine feedback on her performance.
  • Ms Perez First, did Jeanine look at me when I
    was talking?
  • Before you answer, can someone tell me why its
    important
  • to look at the person who is talking?
  • Lorna You dont want the other person to think
    youre not
  • listening even though you are. So you really have
    to show
  • them you are listening.
  • Ms. Perez Thats right, Lorna.Well, how did
    Jeanine do on
  • this one?
  • CharlesWell, she looked at you at first but
    while you were
  • explaining the assignment she looked down at her
    feet. It
  • kind of looked like she wasnt listening.
  • Jeanine I was listening, but I guess I should
    have kept good
  • eye contact all the way through.
  • Ms. Perez Yes, Jeanine.To be honest, if I didnt
    know you

15
  • Milton I think she did well. She remembered
  • not to laugh, fidget, or play with anything while
  • you were talking.
  • Ms. Perez I agree, Milton.Nice work, Jeanine.
  • Now, can someone tell me what the next listening
  • step is?
  • Kyrie Its to think about what the person is
    saying.
  • Ms. Perez Right,Kyrie. Lets let Jeanine
    evaluate herself on
  • this one.
  • JeanineWell, I tried to think about what you
    were saying. Once
  • I felt my mind start to wander, but I followed
    your suggestion
  • and started thinking about a question that I
    could ask you.
  • Ms. Perez Good, Jeanine.Trying to think of a
    question to ask can
  • be very helpful.How did you think you did on the
    next step? Did
  • you nod your head or say yes to show you were
    following me?
  • Jeanine I think I did.
  • Ms. PerezWhat do the rest of you think? Did
    Jeanine nod her
  • head or say yes?
  • TaraWell, I saw her nod a little, but it was
    hard to tell.Maybe

16
Learning to Listen
  • Ms. Perez and her fourth-grade class are working
    on a unit on social skills in social studies.
    They are learning the skill of listening to
    someone who
  • is talking by doing the following
  • 1. Look at the person who is talking.
  • 2. Remember to sit quietly.
  • 3. Think about what is being said.
  • 4. Say yes or nod your head.
  • 5. Ask a question about the topic to find out
    more.

17
Compassion and Tolerance
  • Using Cooperative Learning
  • Assign appropriate roles.
  • Make sure you assume a supporting role as the
    teacher.
  • Move around the room and monitor the groups
  • Start small and simple until you and the students
  • know how to use cooperative methods.
  • Creating a Learning Community
  • www.ablongman.com/woolfolk
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