Putting It Together: Looking Across Affective/Social/Emotional Dimensions of Learning

 Putting It Together

Over the last several months I have focused on the Affective/Social/Emotional Dimensions of Development and Growth in the Preschool to Grade 3 years.  I have blogged about specific “programs” in the authors’ words, tracing these concepts back to the 1980’s and forward to 2018.

There does not APPEAR to be one overarching concept that covers these three superordinate categories of growth. It’s not clear to me how teachers (or parents) can make sense of such a wide range of labels.  Do teachers/schools focus on one of the labels?  If so, which one?  And if so, why?  And, if so, what is missing?

Consider the range of labels: Social/Emotional Learning, Emotional Development, Social Development, Self-Management, Self-Esteem, Self-Advocacy, Agency, ……..

It is taking me a while to reread all of this material to determine if there is a way to organize it and, thus, make the overarching attention to the Affective/Social/Emotional Dimensions of Development and Growth user friendly.  This will take a while, but I’ll check in with my progress once a week.

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

                                                                               

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/

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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Self-Regulation has been a topic of interest since...

TALK Blog on June 29 2018

The Self-Regulation Literature has a history going back to 1980s.  Early Researchers were Barry Zimmerman and Paris and Winograd.  Here’s a brief explanation of a post from Paris and Winograd, 1990:     A Commissioned Paper for the U.S. Department of Education Project Preparing Teachers to Use Contextual Teaching and Learning Strategies To Improve Student Success In and Beyond School. Dr. Kenneth R. Howey, Project Director. [2]

The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation [1]   Scott G. Paris    University of Michigan  Peter Winograd

Abstract

“As teachers are pressed to extend their craft to prepare more diverse students for the challenge of work and life beyond school, they are challenged to provide more authentic instructional contexts and activities than traditional knowledge-based curricula. In order to be successful, teachers must be reflective and analytical about their own beliefs and practices and they must acquire a deep understanding of cognitive and motivational principles of learning and teaching. Toward this end, we examine how teachers can model and promote self-regulated learning for their students. Self-regulated learning is characterized by three central features; awareness of thinking, use of strategies, and situated motivation. These features of independent learning need to experienced, constructed, and discussed among teachers so that they understand how to nurture the same development among students. Then the focus of instruction is shifted to fostering strategic and motivated students rather than delivering curricula or managing classroom behavior.’

‘We review 12 principles of self-regulated learning, in four categories, general that can be used by teachers in the classroom. Within the category of self-appraisal, we discuss how teachers can analyze their own learning styles, evaluate their own understanding, and model cognitive monitoring. Within the category of self-management, we discuss how teachers can promote mastery goal orientations, time and resource management, and use “failure” constructively. We discuss how self-regulation can be taught with various tactics such as direct instruction, metacognitive discussions, modeling, and self-assessment of progress. The last several principles are discussed as ways to help students gain a sense of their personal educational histories and to shape their identities as successful students participating in a community of learners. In the final section of the chapter, we describe an example of a successful partnership between a university, a community, and teachers that enacted these principles of self-regulated learning in authentic contexts of teaching and learning. We note the promises and obstacles confronting teacher education practices. programs in implementing more demanding and contextualized instructional.”