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-controlSelf-discipline Emotional

CompetenceSelf-regulation

Executive function

SELF-MANAGEMENT

Self-regulation: What’s in a name?

Self-Regulation

Future orientation

Self-control

Perseverance Grit

Personally valued future goal

Sub-goals Self-regulatory behaviorsGoal achievement

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

Tune out distractions and temptations

Stay on task

Navigate obstacles

Self-control

Perseverance and grit

Perseverance and related constructs such as “grit” emphasize self-management and the ability to overcome setbacksLinked 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 GritDoes 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 toformative assessment?

Physical/physiological relationship

Unregulated stress responses distract from thinking

How does self-regulation relate toformative assessment?

Physical/physiological relationship

Stress management minimizes the distraction

How does self-regulation relate toformative 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 toformative assessment?

Perseverance relationship

Teacher deliversinstruct

Teacher provides feedback

and/or

Student

Teacher

interprets

How does self-regulation relate toformative assessment?

Perseverance relationship

Teacher deliversinstruct

Teacher provides feedback

and/or

Student

Teacher

interprets

Stressmanagement

Mindfulness

Belonging

Promoting self-regulation: What can we do?

Tune out distractions and temptations

Stay on task

Navigate

obstacles

Classroom strategies to promote self-regulation

Start by promoting belonging

Classroom strategies to promoteself-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 breathswhen they’re feeling stressed

• If kids have sports practice, recess, and/orPE, encourage them to advantage of those times to play and be active

• Encourage empathy and patience• Practice mindfulness

Mindfulness experiment

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).

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

Exercise To PromoteSelf-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-schoolmisbehavior 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

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.