Teaching for Self-Regulation, Creativity and Tolerance Cluster 13

1. Teaching for Self-Regulation, Creativity and Tolerance Cluster 13 What is self regulation? Barry Zimmerman (2002) defines it as the process we use to activate and sustain our thoughts, behaviors, and emotions in order to reach our goals. Characteristics of a Self-Regulated Learner Academic learning skills, self control, motivated, skill and will to succeed Three factors influence the SKILL and WILL Knowledge-about selves, subject, task at hand, strategies for learning, contexts in which they apply their learning. Teachers play a large role in teaching these skills. Motivation-Schools is seen as interesting because of the value placed on learning. Actions and choices for studying and learning are are self-determined Self-discipline/volition- Will power. Parents, teachers and community teach this through modeling, encouragement, and rewarding goal setting

2. Self-Regulation Processes • Forethought phase • Set clear reasonable goals • Plan a few strategies for accomplishing those goals • Performance phase • Requires self-control and learning strategies • Using imagery, mnemonics, attention focusing • Self control • Self-observation • Change strategies if needed • Record activity • Post-performance phase/Reflection • Reflect on what occurred • All of these can be learned and improved through direct teaching, modeling, coaching and practice

3. Emotional Intelligence • What is EQ? Emotional Intelligence-the ability to process emotional information accurately and efficiently. (Relationships, job force, school) • Four broad abilities—perceiving- what you are feeling and how to make good choices integrating- emotions into own thinking about situations understanding- own emotions and those of others managing emotions- ability to focus energy, persist, control impulses and delay gratification • Some argue that emotional intelligence is not a cluster of abilities but instead is a personality trait

4. Preventing High-Risk Behaviors • Characteristics of effective programs • Include developmentally appropriate language and concepts • Teach students to resist social pressure-risks of behaviors • Provide training in skills that help in many situations • Give thorough coverage of a topic with follow-up • Practice cultural sensitivity

5. Making Cooperative Learning Work • Face-to-face interaction • Positive interdependence • Individual accountability • Teach collaborative skills • Group processing Setting Up Cooperative Groups • Size and composition of groups • Promoting the giving and receiving of explanations (see Table 37.4) • Assigning roles (see Table 37.5)

6. Models of Cooperative Learning • Jigsaw • Reciprocal questioning • Scripted cooperation • Student Teams Achievement Divisions (STAD) • Teams-Games-Tournament (TGT)

7. Jigsaw • Each member has responsibility for part of the material to be learned and becomes an expert on that part • Students teach each other the material on which they have developed expertise Student Teams Achievement Divisions (STAD) • Students are assigned to heterogeneous teams • Students' previous work used as base score or Individual Learning Expectation score (ILE) to rate improvement • Individual tests • Group recognition based on team “improvement” scores Scripted Cooperation • Pairs of students work together and read sections of a text • One partner summarizes • The other partner provides critique • Both partners elaborate on the information • Partners switch roles for the next section

8. Misuses of Group Learning • Process/procedure valued more than the learning-w/students and teachers • Group interactions can hinder learning and negatively impact social relations in the class • Misunderstandings reinforced and supported • Socializing takes precedence over learning • One “expert” student does all the work-students shift dependency from teacher to student in group • Status differences may be increased

9. Creativity • The ability to produce work that is original but still appropriate and useful • Creativity is specific rather than general purpose • Can be applied to any subject (usually associated with the arts) • “Invention” must be intentional • Creativity, talent and intelligence are related; they allow us to solve important problems What is the Source of Creativity? • Creativity and Cognition • Creativity and diversity • Teresa Amabile’s Domain three component model of creativity • Domain relevant skills • Creativity-relevant processes • Intrinsic task motivation

10. Assessing Creativity • Focus on divergent thinking • Responses to divergent thinking tasks scored for originality, fluency, and flexibility (E.P. Torrence developed two types of creativity tests-verbal and graphic) • Teachers are not the best judges of creativity Creativity in the Classroom • Brainstorming • Defer judgment • Avoid ownership of ideas • “Hitchhike” on other ideas • Encourage wild ideas • Take your time—and play!

11. Four dangers to avoid in promoting innovation • Avoid excessive pressure that erodes a child’s intrinsic motivation • Avoid excessive pressure so that the child regrets the time spent • Avoid freezing the child into doing things in a safe, technically-correct way • Be aware of the psychological effects of emphasizing the child’s talents

12. Creating a Learning Community • Needed Characteristics • students have choices • emphasis is on personal improvement vs. comparison • students are respected and supported by teacher • 3 C’s for safe and productive schools • Cooperative community • Constructive conflict resolution • Civic values

13. Conflict and Negotiation • 5 Steps negotiating strategy • Jointly define the conflict • Exchange positions and interests • Reverse Perspectives • Invent at least three arguments that allow mutual gain • Reach an integrative agreement Steps in Peer Mediation • Jointly define conflict • Exchange positions and interests • Reverse perspectives • Invent 3 arguments that allow mutual gain • Reach an integrative agreement

14. Respect and Protect Program • Respect & protect the rights of others • Violence is not acceptable • Target violence-enabling behaviors • Clearly define violence-bully/victim violence and violence arising from normal conflicts • Adult-centered and student-centered interventions

15. Service Learning • Characteristics of Service Learning • Activities are organized and meet actual community needs • Are integrated into the student’s curriculum • Provide time to reflect and write about the service experience • Provide opportunities to apply newly learned academic skills and knowledge • Enhance both academic learning and a sense of care for others