Cognitive Self- Regulation

Cognitive Self- Regulation

Cognitive Domain Set learning goals Plan and execute several steps Focus, and switch focus Monitor and assess performance Manage time effectively Use learning aids Understand personal learning strengths Cognitive Control:The ability to attain, maintain, and change one s level of arousal appropriately for a task or situation.

Individuals who can think for themselves, are self-motivated, selfdirected learners, and who can work effectively in teams

Relationships for motivation/ creativity It is my job: to do everything I can do to keep you safe, help you do your best learning and establish a place where everyone can learn. It is your job: to be safe, do everything you can do to be a learner and let other people do their own learning

Learning Intentions Executive Functioning Metacognitive skills and the Self-Regulated Learner Teacher's instruction, strategies & organization, and routines Teenage Brain

Executive Functioning Cognitive executive functioning (plan) + behaviour regulation Must manage arousal/ emotional regulation before can look at self regulated learning Attention Plan Task initiate Sequence thoughts Hold information in head Avoid distractions Sustain & switch attention Transition Monitor & Error detection Problem solving Multi-tasking Goal setting Flexible Thinking Organization Work habits/independently Impulse control Cognitive Control/Perseverance Time management Ask for help Follow directions

Metacognition/Self- Regulated Learning Self regulated learning includes emotional; regulation in the service of a goal One who has learned to learn Self-motivated not compliance - driven Adjust to new challenges/problems quickly and efficiently Aware of strengths/weaknesses and awareness of own knowledge and repertoire of strategies to support learning Reflective of learning process and inquiry-based self-learners Life-long learners Growth mindset and embrace failure as learning and overcomes blocks to learning Engage in flexible thinking and learn from outcomes and self-assessment Learning how to ask for help Time Management (prioritize) LESSONS MUST BE MEANINGFUL

Plan What am I to do? What am I to learn? What prior knowledge will help me? What do I need to do first, second? What information do I need to get? Where? Peers? Teacher? What is my timeline?

Monitoring How am I doing? Am I on the right track? What direction should I move? Do I need more information or help?

Evaluate How well did I do? Did I achieve what I wanted? What did I learn? What could I have done differently? Is there anything that I do not understand? What other problems can I apply this knowledge?

Teachers Instruction Give kids choice to pursue tasks that are challenging to them Clear feedback helps kids feel competent; type of questions asked should enhance metacognition How am I doing? Did it work? How can I do it differently? How will I know I am doing a good job? When teachers seek or at least open to feedback from students as to what students know, what they understand, when they are not engaged then teaching and learning can be synchronized and powerful. Peer teaching (learn when explain to others)

Teachers Instruction Co-construction of criteria for what quality work looks like Make prior connections to establish meaning Help students set short goals (e.g. improve read comprehension or learning to work in a group) and demonstrates a relationship between what they're doing and what happens to them so they develop a sense of agency, and sense of mastery How to engage in self-assessing how well they are meeting curricular standards. Explicit teaching : Model it, co-regulate trials and then independent use Teach cognitive control and marshmallow test--distraction,short goals and rewards Teach tolerance of frustration and failure (chess)

Teachers Organization Features of classroom tasks and relationships impact development of self regulation Learning intentions & visual schedules Visual declutter Reduce Transitions Daily advisory periods gives a home base Classroom rules created collaboratively Formats for problem-solving/ Restorative circle

Teachers Organization Project based learning Service learning Peer mediation Photos of safe spaces Hero project-- think of someone you deeply respect and describe qualities you admire Quality of the mental process not the production Participation by all (Pass that's okay and I will come back and you give me an idea or say an idea you heard from someone else or part of an idea or summarize as best what the person who spoke before you said) Thumb up, down or sideways

Strategies Test-taking anxiety Use of visuals (break cards, tool cards) Formal systems for self monitoring Checklists Timers Premack principle (work-reward-work) Quiet Time and breaks for replenishment Opportunity for success Ross Greene: language, executive functioning (problem solving, flexibility), emotional regulation/low frustration, or social skills) Learning Styles inventory (strengths/challenges)

Self-Regulating Tools

Organization Tools

Test Taking

Routines Every demand on ourselves from deciding what to eat to managing frustration, from building an exercise regiment to persisting at difficult tasks-- all draw on the same small easily depleted reservoir of energy -- the sustaining power of rituals comes from the fact that they conserve energy and provide a stable framework in which creative breakthroughs and renewal often occur.

Routines/Rituals Alpha, relationships, joy of engagement and routines Provides stability and predictable and eliminates low level challenging behaviors PBIS, First Six Weeks of School (responsiveclassroom.org) Warn about upcoming changes and transitions Opening and closing meetings/circles

Organized Language Language acquisition and reflective thinking impacted if no co-regulation from nurturing interaction Emotional language, re-directional language, body language and school cuing system for mindful behavior Questions: Where should you be? You should be showing me what you should be doing; Look at what everyone else is doing; Jon is doing a good job

Teenage Brain PFC (planning, judgement not fully developed) Increase risk-taking Increase creativity Peer-oriented (social brain) More responsive to rewards (triggers dopamine): Clearly defined, small, achievable goals to give sense of agency- autonomy important Neuroplasticity and receptive to input from environment Pruning--don't use it, lose it

Brain Brain breaks = increased attention, more focused learning, better behavior (David Sladkey) Students learn 10% more when standing; alternate seating and rocking/swinging Mirror neurons Impact of water, sleep, screen time and physical activity

Self-Regulation Cognitive Activities Self-Control http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2011/09/ response_several_ways_to_help_students_develop_self-control.html http://larryferlazzo.edublogs.org/?s=self+awareness Sesame Street- Me want it but Me wait: https://m.youtube.com/watch?v=9pnbkl3wuh4 Attention & Cognitive Control http://larryferlazzo.edublogs.org/2011/08/06/self-control-working-memory/ Simon Says, Red light, green light, Head-Shoulder-Knees-and Toes David Sladkey: http://www.youtube.com/watch? v=zx9a7sxvenm&feature=share&list=pla9680d909a10cdea Attention: attention-getters: http://tips.atozteacherstuff.com/143/attention-getters/, jigsaws, treasure hunts, mindful listening and hearing activities (MINDUP book), obstacle courses Auditory Attention/processing: positscience.com (click on Games and Teasers brain games for kids sound discrimination and Bear Ware or tone-a-matic

Self-Regulation Cognitive Memory Activities Games of concentration, Online Memory Games: http:// www.freegames.ws/ click on games (centre, last point) Simon; http://www.gamesgames.com; Memory-Improvement-Tips.com. http://www.memory-improvement-tips.com/ click on 100 Free Brain Games Categories of Games / Brain Games for Kids Sequencing Motor (obstacle course), following a motor sequence (hop, jump, clap)

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