Enhancing Self-Regulation for Formative Assessment through Social and Emotional Learning

 
Social and Emotional Learning
To Support Formative Assessment
 
 
Self-Regulation
 
Learning objectives
 
 
By the end of this session, participants will be
able to:
Define self-regulation
Understand the importance of self-regulation for
formative assessment
Feel familiar with the research base in this area
Use actionable strategies to implement self-
regulation interventions with students
Train other adults using the materials provided
 
Self-regulation: What’s in a name?
 
Self-control
 
Self-management
 
Self-
regulation
 
Self-
discipline
 
Executive
function
 
Emotional Competence
 
Self-Regulation
 
Future orientation
Self-control
 
Perseverance
Grit
 
Self-regulation: What’s in a name?
 
Future orientation
 
 “Future time perspective” is a key feature
that develops significantly in adolescence.
 
Example of future orientation
 
 
 
Marina was feeling a little lost during her junior year of high school.
Part of her wanted to go to community college after high school to
study child development, because she liked little kids and was
interested in being a preschool teacher. But another part of her had
always assumed she wouldn’t go to college. She was worried about
sliding into an unfulfilling job after high school and being unhappy.
Her older sister encouraged her to volunteer a couple of days a week at
a preschool to see if she really liked being a preschool teacher. She
loved it, and found that she fit in really well with the teachers at the
school. She decided to find out the requirements for admission in the
child development program, and started studying hard to pull her
grades up in order to apply.
 
Self-control
 
Self-control
 
Tune out
distractions
and
temptations
 
Stay on task
 
Navigate
obstacles
 
Perseverance and grit
 
Perseverance and related constructs such
as “grit” emphasize self-management and
the ability to overcome setbacks
Linked to the achievement of long-term
goals, such as college attendance, but
recent results are mixed.
 
Am I gritty?
 
http://angeladuckworth.com/grit-scale
/
 
Discussion about Grit
 
Does the idea of “grit” risk blaming youth for
their circumstances?
How can adults take responsibility for
fostering self-management, perseverance, and
grit through changes to the environment?
 
How does self-regulation relate to
formative assessment?
Physical/physiological relationship
 
Unregulated stress
responses distract
from thinking
How does self-regulation relate to
formative assessment?
Physical/physiological relationship
Stress
management
minimizes the
distraction
 
How does self-regulation relate to
formative assessment?
 
Metacognitive relationship
Metacognition is thinking about one’s own
thinking
Over time, students develop self-monitoring or
self-assessment skills and new learning strategies
Students thus regulate their own learning and
become independent learners
 
How does self-regulation relate to
formative assessment?
 
Perseverance relationship
How does self-regulation relate to
formative assessment?
Perseverance relationship
 
Promoting self-regulation: What
can we do?
 
Tune out
distractions
and
temptations
 
Stay on task
 
Navigate
obstacles
 
Mindfulness
 
Stress
management
 
Belonging
Classroom strategies to promote
self-regulation
Start by promoting
belonging
 
Classroom strategies to promote
self-regulation
 
Give students a quiet space they can retreat
to if they need a few minutes to calm
themselves
Teach students to take slow, deep breaths
when they’re feeling stressed
If kids have sports practice, recess, and/or
PE, encourage them to advantage of those
times to play and be active
Encourage empathy and patience
Practice mindfulness
 
Mindfulness experiment
 Students 
picture a safe place
where they feel protected and in
control
a caring, supportive,
and encouraging place. Before a
task, students spend a few
minutes 
breathing deeply and
imagining their safe space.
 
 A small-group counseling intervention,
Student Success Skills, was provided to
53 fourth- and fifth-grade African
American students in an inner-city
environment.
 Compared with the
control group, students who received
the treatment reported significant
changes in metacognitive skill,
feelings of connectedness to school,
and executive function (related to self-
regulation).
 
Lemberger, M. E., & Clemens, E. V. (2012).
 
Exercise To Promote
Self-Regulation:
Possible Selves
 
Possible selves exercise
 
An intervention designed to help low-
income and minority eighth-graders
imagine “possible selves” increased
success in moving toward APS goals:
academic initiative, standardized test
scores, and improved grades.
Depression, absences, and in-school
misbehavior also declined. 
The effects
were still present during a two-year
follow-up.
 
Oyserman, D., Bybee, D., & Terry, K. (2006)
Students take part in a workshop in
which they are asked to 
imagine a
future “possible self,” list the
obstacles 
they might encounter to
realizing that self, and 
strategies 
they
can use to overcome the obstacles.
 
Possible selves exercise
 
Group discussions and/or writing exercises in which
students reflect on their possible future selves to
develop their vision of their own future
Students imagine themselves as successful adults
Students spend time connecting future possible selves
to current school involvement
Students plan a path to attain their vision
Possible selves exercise
Expands sense of academic identity and engagement
in school
By promoting academic identity, students can build
sense of belonging with school
School is important
to my future and I
belong here.
 
Thank You
 
SEL for Formative Assessment by Davidson, S., Bates, L., McLean, C. and Lewis, K. is licensed under a 
Creative
Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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Explore the significance of self-regulation in formative assessment, understand key concepts like self-control, emotional competence, and perseverance. Discover actionable strategies to implement self-regulation interventions with students and train other adults effectively. Future orientation and self-control are highlighted as essential elements in developing self-regulation skills. Dive into real-life examples that demonstrate the impact of self-regulation on personal growth and achievement.


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  1. Social and Emotional Learning To Support Formative Assessment Self-Regulation

  2. Learning objectives By the end of this session, participants will be able to: Define self-regulation Understand the importance of self-regulation for formative assessment Feel familiar with the research base in this area Use actionable strategies to implement self- regulation interventions with students Train other adults using the materials provided

  3. Self-regulation: Whats in a name? Self-control Emotional Competence Self- discipline Executive function Self- regulation Self-management

  4. Self-regulation: Whats in a name? Self-Regulation Future orientation Self-control Perseverance Grit

  5. Future orientation Future time perspective is a key feature that develops significantly in adolescence. Personally valued future goal Goal Self-regulatory behaviors Sub-goals achievement

  6. Example of future orientation Marina was feeling a little lost during her junior year of high school. Part of her wanted to go to community college after high school to study child development, because she liked little kids and was interested in being a preschool teacher. But another part of her had always assumed she wouldn t go to college. She was worried about sliding into an unfulfilling job after high school and being unhappy. Her older sister encouraged her to volunteer a couple of days a week at a preschool to see if she really liked being a preschool teacher. She loved it, and found that she fit in really well with the teachers at the school. She decided to find out the requirements for admission in the child development program, and started studying hard to pull her grades up in order to apply.

  7. Self-control

  8. Self-control Tune out distractions and temptations Stay on task Navigate obstacles

  9. Perseverance and grit Perseverance and related constructs such as grit emphasize self-management and the ability to overcome setbacks Linked to the achievement of long-term goals, such as college attendance, but recent results are mixed.

  10. Am I gritty? http://angeladuckworth.com/grit-scale/

  11. Discussion about Grit Does the idea of grit risk blaming youth for their circumstances? How can adults take responsibility for fostering self-management, perseverance, and grit through changes to the environment?

  12. How does self-regulation relate to formative assessment? Physical/physiological relationship Unregulated stress responses distract from thinking

  13. How does self-regulation relate to formative assessment? Physical/physiological relationship Stress management minimizes the distraction

  14. How does self-regulation relate to formative assessment? Metacognitive relationship Metacognition is thinking about one s own thinking Over time, students develop self-monitoring or self-assessment skills and new learning strategies Students thus regulate their own learning and become independent learners

  15. How does self-regulation relate to formative assessment? Perseverance relationship Teacher delivers instruction Teacher provides feedback and/or adjusts Student responds Teacher interprets student response

  16. How does self-regulation relate to formative assessment? Perseverance relationship Teacher delivers instruction Teacher provides feedback and/or adjusts Student responds Teacher interprets student response

  17. Promoting self-regulation: What can we do? Tune out distractions and temptations Belonging Stress Stay on task management Navigate obstacles Mindfulness

  18. Classroom strategies to promote self-regulation Start by promoting belonging

  19. Classroom strategies to promote self-regulation Give students a quiet space they can retreat to if they need a few minutes to calm themselves Teach students to take slow, deep breaths when they re feeling stressed If kids have sports practice, recess, and/or PE, encourage them to advantage of those times to play and be active Encourage empathy and patience Practice mindfulness

  20. Mindfulness experiment Students picture a safe place where they feel protected and in control a caring, supportive, and encouraging place. Before a task, students spend a few minutes breathing deeply and imagining their safe space. A small-group counseling intervention, Student Success Skills, was provided to 53 fourth- and fifth-grade African American students in an inner-city environment. Compared with the control group, students who received the treatment reported significant changes in metacognitive skill, feelings of connectedness to school, and executive function (related to self- regulation). Lemberger, M. E., & Clemens, E. V. (2012).

  21. Exercise To Promote Self-Regulation: Possible Selves

  22. Possible selves exercise Students take part in a workshop in which they are asked to imagine a future possible self, list the obstacles they might encounter to realizing that self, and strategies they can use to overcome the obstacles. An intervention designed to help low- income and minority eighth-graders imagine possible selves increased success in moving toward APS goals: academic initiative, standardized test scores, and improved grades. Depression, absences, and in-school misbehavior also declined. The effects were still present during a two-year follow-up. Oyserman, D., Bybee, D., & Terry, K. (2006)

  23. Possible selves exercise Group discussions and/or writing exercises in which students reflect on their possible future selves to develop their vision of their own future Students imagine themselves as successful adults Students spend time connecting future possible selves to current school involvement Students plan a path to attain their vision

  24. Possible selves exercise Expands sense of academic identity and engagement in school By promoting academic identity, students can build sense of belonging with school School is important to my future and I belong here.

  25. Thank You Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. SEL for Formative Assessment by Davidson, S., Bates, L., McLean, C. and Lewis, K. is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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