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Materials for Class
Useful Links for Class
- No Dentist Left Behind
- Standardized Testing- Simpson's Episode
- Assessing Students through Different Methods
- Spelling Assessments/Games
- Rubric Maker
- Discipline- Simpsons Episode
- CHP 12- Article 2
- CHP 12- Article 1
- Mr. Holland's Opus Movie Clip
- ChP 10- Constructive Classrooms
- CHP 10- Detailed info on constructivism
- CHP 10- Hyptermedia with constructivist approach
- CHP 10- Constrasting direct and constructivist approaches
- CHP 10-High/scope program for teaching
- CHP 9- Master Theater
- CHP 8- Youtube clip
- CHP 8- Memory Forum
- CHP 8- Memory Games
- CHP 8- Memory Games (NEMO)
- CHP 8- Boosting Student Memory
- CHP 7- Article about Difficult Child
- CHP 7- Management Scenarios
- CHP 7- Samples of Reinforcement
- CHP 7- Management Inventory
- FREE MUSIC
- Citation Machine!
- Library - for Research Articles
- APA Style guidelines
- Girls and Computers Video
- Links for Chapter 4
- Web Sites for Chapter 3
- Sample Video from EDPS 530 Student
- Possible topics for Video Presentation
- Article: Standards for Good Teaching
About Me
- Dr. Pratt
- Office Hours: Wednesday 1:00-4:00 TECH 206 (Education Office) Phone: 785-5578 email: dpratt@pnc.edu
In my classroom I use a lot of rubrics. Students are made aware of expectations and I model how to follow a rubric to meet those expectations. Another way that I encourage self-regulation is in using the Writer's Workshop and Reader's Workshop methods. Children work at their own pace and conference with each other and with me to perfect work and make it meaningful to each student. Students are given study guides for formative assessments and made aware of what is being looked for in summative assessments. I also give the kids evaluation forms to fill out for themselves. Sometimes these are accompanies by evaluations for my teaching, their progress toward their goals, and ideas on how to make learning more meaningful. Although I try to model 'what good learners do', I think that I need to provide more of this, especially in the areas of mnemonic devices, resource acquisition, and referring to lists of possible strategies for given tasks.
ReplyDeleteAs a primary teacher, I have to pay special attention to the developmental limitations of my students. This does not mean that my first grade students cannot begin the process of becoming self-regulated learners. Rather, it means that I have to purposely design my lessons and presentations so that they are learning to become self-regulated learners. I can encourage my students by limiting my lessons to a short period of time. I need to also do lots of modeling. It’s good to talk about goals and make plans to meet those goals. Primary students need to work at a slower pace. They should not be bombarded with too much information at one time. Assigned tasks should be very specific, as they have little prior knowledge of learning tactics. I think one way to encourage all students to take ownership for their learning is to offer choices. When they take on the task they have chosen, they need to be praised for their effort as well as their performance.
ReplyDeleteOne strategy that I use in my classroom to teach students to be self-regulated is modeling how I solve problems. I might model my thinking process when I come to a paragraph in my reading that I don't understand. I might also model how to solve a challenging math problem by using various problem solving strategies. I try to have the students use at least one strategy that we have developed to solve problems before they ask a friend. After students have tried a strategy, talked with a friend and they still can't figure out the problem, I ask them to come see me. Many times, if a student talks with a peer or tries a strategy, they can solve the problem on their own. I also try to ensure that students know the objectives of their tasks and also what is expected of them. Like Liz, I also provide rubrics for students about assignments and discuss their choices and my expectations with them before they begin to complete the activities. I also send these home to parents so that they are aware of the expectations. I find that the more students know about the expectations and objectives the more self-directed they can be. Finally, providing students with choices in how they will show what they know seems to self-regulate students' learning. They are more engaged in the topic and really get creative.
ReplyDeleteSome strategies that I use in my classroom are making outlines, goal setting, and praise. I find outlines to be pretty boring, but a necessary skill to use for the content areas in particular. I have my students set long-term goals at the start of the school year, and we check, change, and update them at the end of each quarter. I also believe praise is needed to promote self-regulation through self-efficacy. If you feel you suck at something, you sure aren't going to be eager to do it on your own. I don't believe in fluffy praise like, "Wow you were so awesome at that!" I believe it has to be specific and genuine. If it isn't, they know it. It becomes "Grandma praise" because Grandma thinks everything you do is wonderful no matter how pitiful your work may be. Like Liz, I also use many rubrics that we go over together and score sample papers or projects. For writing, they are to grade their own against the same rubric I use before seeing me in a conference so they can bring ideas for improvement with them. I think to ensure that all of my students become self-regulated, a lot of scaffolding needs to take place because each student will be in a different place. Some will come to me more independent than others, therefore requiring less scaffolding than others. I also think that giving choices to the students promotes this too because they can choose the way that best fits their learning styles.
ReplyDeleteAs a 5th grade teacher, I used rubrics, personal work times, morning work, and problem solving modeling to build my students’ skills in self-regulation. Like Kristen, I also like to give students choices and let them know what I expect out of them during individual, paired, and cooperative group work times.
ReplyDeleteAs a 1st grade teacher, I agree with Karen. I need to pay special attention to the developmental limitations of my students. But, there are some things I know they are capable of doing on their own. They just aren’t used to doing a lot of things on their own. So when I hear things like, “This is too hard. I can’t do it by myself,” and know they can, I try to use verbal persuasion to increase their self-efficacy. I have found that by asking them to read the directions to me and telling them that I know they can do it, they usually can. Then they are proud of themselves. I also model what successful problem solvers/learners do. Thinking aloud is getting easier, but I still need to continue to work on it, so my students get more accustomed to walking themselves through problems. These problems could include figuring out an unknown word or a math problem.
I also teach fifth grade and need to prepare them to enter middle school, so teaching them tools and techniques to be self-regulated learners is essential. One example is in math story problem, we use a KWL. We write down what we Know, what we Want to know, and what we Learned. This really helps the students take over the problem, decipher it, and find out what information they need to provide. I also am a big advocate for making choices in my classroom. My students choose who they work with, what work they do, and during the last quarter who they sit by (To my surprise, one of my “chatty boys” sat on an island by himself because he told me that he didn’t want to distract anyone during the last quarter and he can talk at recess and lunch with his friends … its working!! ) Lastly, modeling is key in the elementary level. In fifth grade I do a lot of model thinking with content area, social studies and science, because the themes and text are something so complex that it is hard for them to understand unless it is broken down. Hopefully, all my students have learned a trick or two to become self-regulated learners and a little more independent as they enter sixth grade.
ReplyDeleteWow! I loved all of those responses! I really have to get on this rubric band wagon! Like Kristin, I model all the time. I am a think out loud person and I walk through math problems step by step and require the students to do so when they volunteer. During math, if they get stuck, they know they have to look at the top of the retaching math workbook page and if that does not help, they must look back in their book, if that does not help, they can ask another student. (3 before me) As Leslie said, getting the 5th graders ready for 6th grade, self regulation is very important! I am very accomadating at the beginning of the year, walking them through things like the assignment book and checking it, as the year goes on the students check each other. Self regulation is a year long process!
ReplyDeleteSelf-regulation is encouraged by goal setting, using a planner, organizing a math binder, and modeling. My all male classes generally needed more guidance with self-regulation skill development as compared with the all female classes. I like to think out loud with my students, and much like a writing rubic, I always have students write down exactly what skills they will need to be proficient in to score well on the next assessment.
ReplyDeleteMy students are encouraged to be self-regulated learners by using memory tactics like acronyms to help them organize new information in meaningful ways. I also spend a lot of time modeling desired behavior for a variety of situations so that expectations for my students are made clear as they work independently or in collaborative groups and meet challenges. Finally, my students set goals, although I would like to further develop this area by making sure goals are realistic and achievable. The textbook suggested that in order to reach long-term goals, specific subgoals should be met to avoid students choosing things like, "I will study harder."
ReplyDeleteI give my students clear guidelines and model what I expect from them. I use rubrics and checklist to help the keep track of what they need to do. To build their study skills, I teach them to use PQA (Part of Question in Answer), read questions before reading, and to focus on the main point of an assignment. I have them look back at the question often so they do not stray from what they are supposed to do. Praise is important, but it has to be geniune. I agree with Barb that you cannot tell them that everything they do is good. I also try to find the good, then tell them how they can improve. Another way to help them improve being self-regulated learners is by having them assess how they are doing. During writing, I have my students work with a partner and read each others paper aloud to the writer can hear it being read just like it is written. They can then pick up on parts that need corrected without me always having to tell them. Lastly, if a student ask me how they are doing, I have them tell me how they think they are doing and why they feel that way.
ReplyDeleteDuring the first week of school, I ask each child to write down three personal goals for the school year. Throughout the year, I make time to meet with each child to discuss where they are at in meeting these goals. Also, I try to plan group activities in which students are responsible for a particular task. While I do walk around the room, I learned several things from the group that presented today based on the 9th grade scenario. Students need to be given timelines, set goals, be given options, and have expectations modeled. I also feel that students need to be given opportunities to become risk takers and even experience failure. After all, isn't that how we grow?
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