a Cautionary Tale: Agency balanced with SEL

Many of my earlier posts have focused on talking/language development.  I'm concerned that I didn't balance that with posts on the equally important skill of listening.  Communication doesn't happen if it is only one way!

Here is a nice collection of children's books that focus on listening:

“I’m not going to say these books are magical cure-alls, but they are pretty effective in getting kids thinking about the many different ways to “listen” and why they’re all so important….” Says Jennifer Barry in her blog!

”This book is a perfect choice for little readers who are learning to socialize and pick up on social cues. Crunch is a bashful brontosaurus who is hiding in some bushes because he’s super shy. The simple text coaches children to coax him out of his hiding spot by doing things like speaking softly and showing an interest in things he likes. It’s a great way to show kids how to listen… and observe unspoken signals when making new friends.”

https://www.readbrightly.com/childrens-books-about-listening/?sid=302&mcg=1D9709FD9C22402DE0534FD66B0A23F3&ref=PRH0563577803&aid=randohouseinc13256-20&linkid=PRH0563577803&cdi=1D9611378EA6402BE0534FD66B0A5D70

Barry, a freelance writer, also recommends the following books on listening:       

Strega Nona

by Tomie dePaola

Strega Nona is the classic tale of how things can go terribly wrong when you don’t listen

Quiet Please, Owen McPhee!

by Trudy Ludwig, illustrated by Patrice Barton

Owen McPhee loves to talk. He talks all day long. He talks to his teachers, his classmates, his parents, his dog, and even himself. But sometimes all of that talking means he doesn’t do such a great job listening. 

That Is Not a Good Idea!

by Mo Willems

This hilarious book was inspired by the evil villains and innocent damsels of silent movies. When a hungry fox invites a plump, old goose to dinner, little chicks warn that it is not a good idea.

Wordy Birdy

by Tami Sauer, illustrated by Dave Mottram

Like Owen McPhee, Wordy Birdy likes to talk a lot. She talks her way through just about everything, but she doesn’t stop to listen much

                                                                               

Supporting Children's Agency

http://files.acecqa.gov.au/files/QualityInformationSheets/QualityArea1/supporting_agency_involving_children_in_decision_making.pdf

 National Quality Standard | Information sheet

QUALITY AREA 1

SUPPORTING AGENCY: INVOLVING CHILDREN IN DECISION MAKING

The United Nations Convention on the Rights of the Child states children have a right to be active participants in all matters affecting their lives.

In the approved learning frameworks, agency is defined as being able to make choices and decisions to influence events and to have an impact on one’s world. Supporting children’s agency is about recognising that children have a right to make choices and decisions, and are capable of initiating their own learning.

LINKS TO THE NATIONAL QUALITY FRAMEWORK

The National Quality Standard (NQS) recgonises children as competent and capable. Supporting children’s agency and involving them in decisions cuts across all seven quality areas of the NQS, with a particular focus in:

Standard 1.1: An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

Element 1.1.6: Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

THERE ARE MANY WAYS YOU CAN SUPPORT CHILDREN’S AGENCY

Intentional teaching

When educators are intentional, purposeful and plan for children’s learning, this helps children to be active agents in sourcing their own learning. This can be achieved by allowing children to make decisions about, plan for and help set up their preferred method of learning. Children might decide how to research information on dinosaurs for example, or what they would like to cook in a cooking experience.

Genuine decision making

Sharing the power that adults hold, and trusting that children are competent decision makers can support children’s agency.

For example, educators can:

                arrange activities, routines and the physical environment so that children have a range of opportunities to make choices about what they will do and how they will do it

                provide children with the opportunity to make choices in circumstances where their decisions will be able to be accepted.

Supporting agency involves educators taking a step back and critically reflecting on, “Do I need to decide for children?”.

Instead, consider ways of setting up environments, routines and learning experiences that support children to make decisions and have agency independently of adults. For example, asking children what they know about areas of interest and what they would like to find out more about.

Think about ways educators support children to make their own choices throughout the day.

Quality Area 1 | Supporting agency: Involving children in decision making

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Does "Self-Regulation" Address All We Need to Know About a Child's Sense of Agency

As I searched for information about Self-Regulations, I found a number of labels that are used to describe the same kind of “Affective” Skills: Self-Management, Self-Control, Emotional Development, and  Hot-Cognition.  Here are a few links that address Executive Function

https://www.kqed.org/mindshift/46956/why-executive-function-is-a-vital-stepping-stone-for-kids-ability-to-learn

“The data just keeps coming in about the importance of focus, self-control and working memory for learning and life,” Wexler said in an edWeb webinar. One meta-analysis of six studies found that a child’s executive functioning skills in kindergarten predicted reading and math achievement into middle school and beyond. This research is particularly important because students who have poor executive functioning skills because of trauma, poverty, or diagnosed disorders are missing out on learning. Often these children haven’t had a chance to develop executive functioning skills required for school before arriving there.

 For a more thorough discussion of Executive Function

Activities and Programs That Improve Children's Executive Functions.

Diamond A¹.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4200392/

Caring About Struggling Readers in K-3. and Their Social-Emotional Development

Understanding Reading Anxiety: New Insights from Neuroscience

Mary Renck Jalongo • Rae Ann Hirsh

Published online: 13 March 2010

_ Springer Science+Business Media, LLC 2010

A second grader named Mark reads aloud, the very picture

of impulsive style. Although he painstakingly sounds out

the first couple of words, that effort is followed by a rush of

words—even nonwords—that bear little resemblance to the

print on the page. Mark appears to realize that comprehension

has been lost. His freckled face begins to flush with

embarrassment and his hands begin to tremble.

This child approaches the task of reading with the same

expectation of pain and grim determination that is summoned

up before pulling off a bandage. When Mark’s tutor

asks him to say something about himself, it is clear he and

his family have been stunned by his placement in a learning

support class at his new school. Mark says softly, ‘‘I know I

was smart in kindergarten and I think I was still smart in….

https://link.springer.com/article/10.1007%2Fs10643-010-0381-5

https://link.springer.com/content/pdf/10.1007%2Fs10643-010-0381-5.pdf

CASEL's 5 Core Competencies and Sub categories

https://casel.org/core-competencies/ 

CASEL has developed a set of 5 core competences.  There are subcategories for each of those 5.  Below are the listings directly from the CASEL site.

“Social and emotional learning (SEL) enhances students’ capacity to integrate skills, attitudes, and behaviors to deal effectively and ethically with daily tasks and challenges. Like many similar frameworks, CASEL’s integrated framework promotes intrapersonal, interpersonal, and cognitive competence. There are five core competencies that can be taught in many ways across many settings. Many educators and researchers are also exploring how best to assess these competencies.”   

 

·         Self-awareness

The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

• Identifying emotions
• Accurate self-perception 
• Recognizing strengths
• Self-confidence
• Self-efficacy

Self-management

The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

• Impulse control
• Stress management
• Self-discipline
• Self-motivation
• Goal-setting
• Organizational skills 

·         Social awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.

• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others

·         Relationship skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

• Communication
• Social engagement
• Relationship-building
• Teamwork

·         Responsible decision-making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

• Identifying problems
• Analyzing situations
• Solving problems
• Evaluating
• Reflecting
• Ethical responsibility

Our sincere thanks to CASEL's many funding partners. Learn more about them here.

Zimmermans's Phase Model of Self-Regulation

A schematic reproduction of Zimmerman’s Model Moving from Forethought Phase to Performance Phase to Self-Reflection Phase

A Cyclic Phase Model of Self-Regulated Learning	PERFORMANCE PHASE Self-control  *Task strategies  *Imagery  *Self-Instruction  *Time Management  *Environmental structuring  *Help Seeking Self-Observation  *Metacognitive self-monitoring  *Self-Recording
FORETHOUGHT PHASE Task analysis  *Goal setting  *Strategic-planning Self-Motivation beliefs  *Self-efficacy  *Outcome expectations  *Task value/interest  *Goal Orientation		SELF REFLECTION PHASE Self-judgment  *Self-Evaluation  *Causal Attribution Self-reaction  *Self-satisfaction/affect  *Adaptive/defensive

Barry Zimmerman Discusses Self-Regulated Learning Processes Emerging Research Fronts Commentary, December 2011    Barry J. Zimmerman talks with ScienceWatch.com and answers a few questions about this month's Emerging Research Front paper in the field of Social Sciences, general.

http://archive.sciencewatch.com/dr/erf/2011/11decerf/11decerfZimm/               

********

A Review of Self-regulated Learning: Six Models and Four Directions for Research     Ernesto Panadero^*

Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, Spain

Edited by: José Carlos Núñez, Universidad de Oviedo Mieres, Spain

Reviewed by: Eva M. Romera, University of Córdoba, Spain; Carlo Magno, De La Salle Araneta University, Philippines

*Correspondence: Ernesto Panadero, se.mau@oredanap.otsenre

This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5408091/  This article compares Zimmerman’s work to more current models.   Fairly technical and long but the last section highlights its importance:     

 

Educational Implications   

            Four educational implications will be discussed. Short excerpts follow.

 _{“First, if we examined the psychological correlates (e.g., self-efficacy, effort regulation, procrastination) that influence academic performance (Richardson et al., 2012), the conclusion is that the vast majority of these correlates are included in the SRL models. Additionally, SRL interventions promote students’ learning (Dignath et al., 2008; Rosário et al., 2012). Therefore, a first implication is that teachers need to receive training on SRL theory and models to understand how they can maximize their students’ learning (Paris and Winograd, 1999; Moos and Ringdal, 2012; Dignath-van Ewijk et al., 2013….”      …..*Self Regulated Learning (SRL)}

_{“A second implication relates to how to teach SRL at different educational levels. Different models work better at different educational levels (Dignath and Büttner, 2008). Furthermore, another review shows that teachers at different educational levels used different approaches to SRL (Moos and Ringdal, 2012), …. and (c) primary teachers implement more SRL practices. There is, therefore, a misalignment between what SRL research says about its implementation at different educational levels (Dignath and Büttner, 2008), and what teachers actually do in their classroom (Moos and Ringdal, 2012)…..”}

_{“A third implication is related to creating environments that leads students’ actions toward learning. All of the models consider SRL as goal-driven, so students’ goals direct their final self-regulatory actions. However, as Boekaerts (2011) argues, students also activate goals not oriented to learning (well-being pathway) and, as a consequence, students might self-regulate toward avoidance goals (e.g., pretending they are sick to miss an exam) (Alonso-Tapia et al., 2014). There is a line of research that explores how teachers can create a classroom environment that is conducive toward learning goals (Meece et al., 2006; Alonso-Tapia and Fernandez, 2008). Educators need to maximize the learning classroom climate for SRL to promote learning.”}

_{“Fourth, a SRL skill developmental approach is more beneficial for learning. We already know that SRL skills develop over time with practice, feedback, and observation (Zimmerman and Kitsantas, 2005). We also know that students experience a high cognitive load when performing novel tasks, as claimed by cognitive load theory (Sweller, 1994). If we consider what we know on how to design instructional environments to minimize the impact of cognitive load (Kirschner, 2002), then a SRL skill developmental approach should be chosen. Such an approach would consider the four stages for acquisition of SRL, formulated in Zimmerman’s Multi-Level model (Zimmerman and Kitsantas, 2005): observation, emulation, self-control (including automaticity), and self-regulation. This approach will maximize SRL skill development and has been proposed for self-assessment, which is a crucial process for SRL (Panadero et al., 2016).”}

Efklides

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FIGURE 13

Socially shared regulated learning model 2. Adapted from Hadwin et al. (2011).

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