Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g3QFqlu16626; Fri, 26 Apr 2002 11:52:47 -0400 (EDT) Date: Fri, 26 Apr 2002 11:52:47 -0400 (EDT) Message-Id: <000b01c1ed3b$96b6cba0$0b00a8c0@cbnn.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Joan Allen" <joana@cbnn.net> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2131] Re: learner self-regulation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2600.0000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2541 Lines: 50 In my work as a teacher I have found that the best way to help learners be motivated is to help them to see that there is a direct link between what they want out of their education and what they are going to learn in this class. The whole idea behind "purposeful" teaching is that we begin with needs assessment in our classes and continually give our learners the oppportunity to reflect on what they are doing and learning - what do I want to accomplish - what's my need- what knowledge and skills do I need to get there- what do I already know how to do- what am I going to do with what I'm learning? Self- regulation skills, as we all know, can't be forced. The roles, common activities and standards are an avenue, a vehicle, tools to help the learners get where they want to be. As I applied this in my classroom I found that learners who came all the time really grabbed ahold and began taking responsibility for their own learning- which was like a magnet to those who were on the fringes and they become lots more engaged. EFF is in the midst of creating many practical tools for the classroom and for programs that will help in this process- like the 10 step Teaching and Learning Cycle, which is being developed into a Toolkit. ----- Original Message ----- From: "Eileen Eckert" <eileeneckert@hotmail.com> To: "Multiple recipients of list" <nifl-4eff@literacy.nifl.gov> Sent: Friday, April 26, 2002 7:59 AM Subject: [NIFL-4EFF:2129] learner self-regulation > What strategies do you use to help students build their motivation and basic > self-regulation skills? By "basic" self-regulation skills I mean making > connections between their own behavior and the results in terms of learning, > like: coming to class on time every session and learning; coming prepared > with paper, pencil, homeowrk, etc. and learning; doing homework assignments > and learning; participating in class activities and learning; and > communicating positively with other students and the teacher and learning. > > We've probably all had students who seem to think that if they come breathe > the rarified air of the classroom once in a while they will achieve their > academic purpose by something like osmosis (and if they don't it must be the > teacher's fault). Do you use EFF to help them make the connection between > their own actions and their learning? How? What are the results? > > Thanks! > > _________________________________________________________________ > Chat with friends online, try MSN Messenger: http://messenger.msn.com > >
This archive was generated by hypermail 2b30 : Fri Jan 17 2003 - 14:45:28 EST