Social and Emotional Learning To Support Formative Assessment
Self-Regulation
Learning objectives
By the end of this session, participants will be able to:
Defineself-regulation
Understand the importance of self-regulation for formativeassessment
Feel familiar with the research base in thisarea
Use actionable strategies to implement self- regulation interventions withstudents
Train other adults using the materialsprovided
Self-regulation: What’s in a name?
Self-control
Self-discipline
Emotional Competence
Self-
regulation
Executive function
SELF-MANAGEMENT
Self-regulation: What’s in a name?
Self-Regulation
Futureorientation
Self-control
Perseverance Grit
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
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?
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?
Howdoes self-regulation relateto
formative assessment?
Physical/physiological relationship
Unregulated stress responses distract from thinking
Howdoes self-regulation relateto
formative assessment?
Physical/physiological relationship
Stress management minimizes the distraction
Howdoes self-regulation relateto
formative assessment?
Metacognitive relationship
Metacognition is thinking about one’s own thinking
Over time, students develop self-monitoring or self-assessment skills and new learningstrategies
Students thus regulate their own learning and become independentlearners
Howdoes self-regulation relateto
formative assessment?
Perseverance relationship
Howdoes self-regulation relateto
formative assessment?
Perseverance relationship
Promoting self-regulation: What can we do?
Tune out distractions and temptations
Stay ontask
Navigate obstacles
Classroom strategies to promote self-regulation
Classroom strategies to promote
self-regulation
•Give students a quiet space they canretreat to if they need a few minutes to calm themselves
•Teach students to take slow, deepbreaths
when they’re feeling stressed
•Ifkidshavesportspractice,recess,and/or
PE, encourage them to advantage of those times to play and be active
•Encourage empathy andpatience
•Practicemindfulness
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).
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)
Possible selves exercise
Groupdiscussionsand/orwritingexercisesinwhich students reflect on their possible future selves to develop their vision of their ownfuture
–Students imagine themselves as successfuladults
–Students spend time connecting future possible selves to current schoolinvolvement
–Students plan a path to attain theirvision
Possible selves exercise
Expands sense of academic identity and engagement inschool
By promoting academic identity, students can build sense of belonging withschool
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.