Date post: | 06-Jul-2015 |
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Ch. 7 “Activating Students as Owners of Their Own
Learning”
EDS 846/Dr. Faucettby-Tamara Linares
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.