Lecture 7
Teaching for SelfRegulation, Creativity,and
Tolerance
Main questions in this
chapter:
• What are the factors that facilitate self•
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regulated learning?
How would you define creativity, and what
are sources and some ideas about
creativity?
What is emotional intelligence, and what
are social and emotional learning?
Why is compassion and tolerance
important in schools?
How can you create a learning community
in your classroom?
How can cooperative learning strategies
promote academic and social development?
Self-Regulation and
Agency
• How are you studying right now?
What goals have you set for your
reading today? What is your
plan for learning, and what
strategies are you using right
now to learn? How did you learn
those strategies?
Self-regulation
• Barry Zimmerman (2002) defines selfregulation as the process we use to
activate and sustain our thoughts,
behaviors, and emotions in order to reach
our goals.When the goals involve learning,
we talk aboutself-regulated learning.
• Self-regulated learners have a combination
of academic learning skills and self-control
that makes learning easier, so they are
more motivated; in other words, they have
the skill and the will to learn (McCombs &
Marzano, 1990; Murphy & Alexander, 2000).
• Self-regulated learners transform their
mental abilities, whatever they are, into
What Influences SelfRegulation?
• Knowledge. To be self-regulated learners,
students need knowledge about
themselves, the subject, the task,
strategies for learning, and the contexts in
which they will apply their learning.
• Motivation. Self-regulated learners are
motivated to learn .
• . Volition is an oldfashioned word for willpower. Self-regulated learners know how
to protect themselves from distractions—
where to study .
• Family Influences.
Self-Regulation Processes
according to the follow case,
How to process self-regulation?
Tracy, a high-school student who is devoted to MTV: An
important mid-term math exam is two weeks away, and she
had begun to study while listening to popular music “to relax
her.” Tracy has not set any study goals for herself—instead
she simply tells herself to do as well as she can on the test.
She uses no specific learning strategies for condensing and
memorizing important material and does not plan out her
study time, so she ends up cramming for a few hours before
the test. She has only vague self-evaluative standards and
cannot gauge her academic preparation accurately. Tracy
attributes her learning difficulties to an inherent lack of
mathematical ability and is very defensive about her poor
study methods. However, she does not ask for help from
others because she is afraid of “looking stupid,” or seek out
supplementary materials from the library because she
“already has too much to learn.” She finds studying to be
anxiety-provoking, has little self-confidence in achieving
success, and sees little intrinsic value in acquiring
mathematical skill.Clearly, Tracy is unlikely to do well on the
test.What would help?
Creativity
• Defining Creativity
• The creative individual as “a person who
regularly solves problems, fashions
products, or defines new questions in a
domain in a way that is initially considered
novel but that ultimately becomes
accepted in a particular cultural setting”
(Gardner, 1993a, p. 35).
• Creativity is the ability to produce work
that is original, but still appropriate and
useful (Berk, 2002).
What Is the Source of
Creativity?
• 1. Domain-relevant skills including talents
and competencies that are valuable for
working in the domain. An example would
be Michelangelo’s skills in shaping stone,
developed when he lived with a
stonecutter’s family as a child.
• 2. Creativity-relevant processes including
work habits and personality traits such as
a John Irving’s habits of working 10-hour
days to write and rewrite and rewriteuntil
he perfected his stories.
• 3. Intrinsic task motivation or a deep
curiosity and fascination with the task.
Think about the
difference?
• Creativity and Cognition.
• Creativity and Diversity.
Assessing Creativity
• Divergent thinking
E. P. Torrance has developed two
types of creativity tests:
• Convergent thinking
Creativity in the Classroom
• How can teachers promote
creative thinking?
• Brainstorming!!
Social and Emotional Learning
• Emotional Intelligence
• What Is EQ?
• EQ Goes to School.
Social Skills
• Many social skills are important
for learning as well.For example,
listening is valuable
• in relationships, in classes, and
on the job.
• Example:
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Jeanine, a student in the class, has just practiced these
listening skills in front of the class by role-playing the part of
a student who is talking to her teacher about an assignment.
In the role-play, Ms. Perez played herself. The class is now
giving Jeanine feedback on her performance.
Ms: Perez: First, did Jeanine look at me when I was talking?
Before you answer, can someone tell me why it’s important
to look at the person who is talking?
Lorna: You don’t want the other person to think you’re not
listening even though you are. So you really have to show
them you are listening.
Ms. Perez: That’s right, Lorna.Well, how did Jeanine do on
this one?
Charles:Well, she looked at you at first but while you were
explaining the assignment she looked down at her feet. It
kind of looked like she wasn’t listening.
Jeanine: I was listening, but I guess I should have kept good
eye contact all the way through.
Ms. Perez: Yes, Jeanine.To be honest, if I didn’t know you
better, I would have thought that you didn’t care about what
I was saying.You need to work harder on that
step.The next step is to remember to sit quietly.
How did Jeanine do with this one?
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Milton: I think she did well. She remembered
not to laugh, fidget, or play with anything while
you were talking.
Ms. Perez: I agree, Milton.Nice work, Jeanine.
Now, can someone tell me what the next listening
step is?
Kyrie: It’s to think about what the person is saying.
Ms. Perez: Right,Kyrie. Let’s let Jeanine evaluate herself on
this one.
Jeanine:Well, I tried to think about what you were saying. Once
I felt my mind start to wander, but I followed your suggestion
and started thinking about a question that I could ask you.
Ms. Perez: Good, Jeanine.Trying to think of a question to ask can
be very helpful.How did you think you did on the next step? Did
you nod your head or say yes to show you were following me?
Jeanine: I think I did.
Ms. Perez:What do the rest of you think? Did Jeanine nod her
head or say yes?
Tara:Well, I saw her nod a little, but it was hard to tell.Maybe
she needs to nod more clearly.
Ms. Perez: Jeanine, you need to nod more strongly or the
teacher won’t realize you are doing it.
Learning to Listen
• Ms. Perez and her fourth-grade class are
working on a unit on social skills in social
studies. They are learning the skill of
listening to someone who
• is talking by doing the following:
• 1. Look at the person who is talking.
• 2. Remember to sit quietly.
• 3. Think about what is being said.
• 4. Say yes or nod your head.
• 5. Ask a question about the topic to find
out more.
Compassion and Tolerance
• Using Cooperative Learning
Assign appropriate roles.
Make sure you assume a supporting role as
the teacher.
Move around the room and monitor the
groups
Start small and simple until you and the
students
know how to use cooperative methods.
• Creating a Learning Community
www.ablongman.com/woolfolk