Cognitive SelfRegulation
Cognitive Domain
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Set learning goals
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Use learning aids
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Plan and execute
several steps
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Understand personal
learning strengths
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Focus, and switch focus
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Monitor and assess
performance
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Manage time effectively
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
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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.
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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
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Executive Functioning
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Metacognitive skills and the Self-Regulated Learner
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Teacher's instruction, strategies & organization,
and routines
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Teenage Brain
Executive Functioning
Cognitive executive functioning (plan) + behaviour regulation
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Must manage arousal/ emotional regulation before can look at self regulated
learning
Attention
Plan
Task initiate
Sequence thoughts
Hold information in head
Avoid distractions
Transition
Monitor & Error detection
Multi-tasking
Goal setting
Sustain & switch attention
Flexible Thinking
Work habits/independently
Impulse control
Time management
Ask for help
Problem solving
Organization
Cognitive Control/Perseverance
Follow directions
Metacognition/SelfRegulated Learning
Self regulated learning includes emotional; regulation in the service of a goal
One who has learned to learn
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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
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Plan
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What am I to do? What am I to learn?
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What prior knowledge will help me?
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What do I need to do first, second?
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What information do I need to get? Where? Peers?
Teacher?
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What is my timeline?
Monitoring
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How am I doing?
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Am I on the right track?
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What direction should I move?
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Do I need more information or help?
Evaluate
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How well did I do? Did I achieve what I wanted?
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What did I learn?
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What could I have done differently?
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Is there anything that I do not understand?
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What other problems can I apply this knowledge?
Teachers Instruction
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Give kids choice to pursue tasks that are challenging to them
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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?
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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.
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Peer teaching (learn when explain to others)
Teachers Instruction
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Co-construction of criteria for what quality work looks like
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Make prior connections to establish meaning
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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
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How to engage in self-assessing how well they are meeting curricular standards.
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Explicit teaching : Model it, co-regulate trials and then independent use
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Teach cognitive control and marshmallow test--distraction,short goals and rewards
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Teach tolerance of frustration and failure (chess)
Teachers Organization
Features of classroom tasks and relationships impact development of self
regulation
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Learning intentions & visual schedules
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Visual declutter
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Reduce Transitions
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Daily advisory periods gives a home base
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Classroom rules created collaboratively
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Formats for problem-solving/ Restorative circle
Teachers Organization
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Project based learning
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Service learning
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Peer mediation
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Photos of safe spaces
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Hero project-- think of someone you deeply respect and describe qualities
you admire
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Quality of the mental process not the production
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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)
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Thumb up, down or sideways
Strategies
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Test-taking anxiety
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Use of visuals (break cards, tool cards)
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Formal systems for self monitoring
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Checklists
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Timers
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Premack principle (work-reward-work)
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Quiet Time and breaks for replenishment
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Opportunity for success
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Ross Greene: language, executive functioning (problem solving, flexibility),
emotional regulation/low frustration, or social skills)
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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
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Alpha, relationships, joy of engagement and routines
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Provides stability and predictable and eliminates low
level challenging behaviors
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PBIS, First Six Weeks of School
(responsiveclassroom.org)
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Warn about upcoming changes and transitions
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Opening and closing meetings/circles
Organized Language
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Language acquisition and reflective thinking impacted
if no co-regulation from nurturing interaction
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Emotional language, re-directional language, body
language and school cuing system for mindful behavior
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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)
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Increase risk-taking
Increase creativity
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Peer-oriented (social brain)
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More responsive to rewards (triggers dopamine): Clearly defined,
small, achievable goals to give sense of agency- autonomy
important
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Neuroplasticity and receptive to input from environment
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Pruning--don't use it, lose it
Brain
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Brain breaks = increased attention, more focused
learning, better behavior (David Sladkey)
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Students learn 10% more when standing; alternate
seating and rocking/swinging
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Mirror neurons
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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
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Attention: attention-getters: http://tips.atozteacherstuff.com/143/attention-getters/, jigsaws, treasure hunts,
mindful listening and hearing activities (MINDUP book), obstacle courses
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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
Activities
Memory
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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.
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http://www.memory-improvement-tips.com/ click on 100 Free
Brain Games → Categories of Games / Brain Games for Kids
Sequencing
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Motor (obstacle course), following a motor sequence (hop, jump,
clap)
THANKS