2 27 14 Self Efficacy Agency Four Sources of Self Efficacy o Mastery experiences Direct success increases efficacy failure lowers it Strongest source in adults Physiological Emotional Arousal o Anxious worries or excited psyched Vicarious Experiences o Accomplishments are modeled by someone else Social Persuasion o A pep talk or specific performance feedback Self Efficacy and Motivation o Greater efficacy leads to Greater effort Persistence in the face of setbacks Higher goals Finding new strategies o Low efficacy leads to Task avoidance Giving up easily Increasing Self Efficacy in the Classroom Encouraging student s progress in a particular area Keep examples of good work in portfolios Encourage students to improve projects Set learning goals and model a mastery orientation for students see SMART goals o Specific Measurable Attainable Relevant Time bound Share how you overcame limitations and succeeded self disclosure Reciprocal Determination Teacher Expectations Self fulfilling prophecy Students who are expected to achieve are o Asked more given more time chances to respond o Given more cues prompts o Given benefit of the doubt on tests o Smiled at more by teacher o Treated with greater warmth o Given more praise than low achievers for same correct answer Self Regulated Learning Factors o Knowledge Understand self subject task and learning strategy o Motivation See purpose of task o Volition Follow through and persistence Self Regulation Self regulated learning requires effort 4 Main Parts o Analyzing the task o Setting goals o Engaging in learning o Adjusting Reflecting Emotional Self Regulation o Awareness of own emotions and feelings of others o Skills include Self awareness Self management Social awareness Relationship skills Responsible decision making Teaching Toward Self Efficacy and Self Regulated Learning Assign complex tasks o Achievable yet challenging o Have multiple goals o Engage students and extended over time o Provide students with feedback Share control with students o Choice results in increased motivation o Choice allows students 3 18 14 Intelligence Languages and Labels o Advantages of Labels Opportunities for special programs Help teachers develop appropriate instructional strategies o Disadvantages of Labels Can become stigmas of self fulfilling prophecies o Disability an inability to do something specific such as see or walk o Handicap a disadvantage in certain situations Some disabilities lead to handicaps but not in all contexts o Person first language And alternative to labels describe a complex person with one or two words implying that the condition labeled is the most important aspect of the person The emphasis is on the students first not on the challenges they face Ex The student who is a wheelchair vs The wheelchair student Questions Regarding Intelligence o Academic knowledge vs street smarts o Single entity vs multiple abilities o What constitutes intelligence o Innate vs environment o Is intelligence predicted of later achievement As with gender intelligence is a social constructional No single intelligence theory Gardner s Multiple Intelligences 1 Linguistic 2 Musical 3 Spatial 4 Logical mathematical 5 Bodily kinesthetic 6 Interpersonal 7 Intrapersonal 8 Naturalistic Intelligence o One ability General Intelligence Spearman o Or many abilities Fluid Intelligence includes mental efficiency and reasoning ability o Crystallized Intelligence ability to apply problem solving methods o Or General AND Specific Abilities o Carroll s View includes few broad abilities and at least 70 specific abilities Early Views of Intelligence o Based on physical ability o Galton Examined physical sense Sternberg s Triarchic Theory of Intelligence o A cognitive process approach to understanding intelligence o Analytical intelligence Involves components of mental processes o Creativity Coping with new experience through insight and auto maticity o Practical Intelligence Measuring Intelligence o Intelligence Quotient IQ Mental Age Chronological Age x 100 o Individual IQ Tests Administered one by one by a trained psychologist o Group IQ Tests Given to whole classes at once Less likely to yield accurate results o IQ predicts success in school but is less predictive of success in life when level of education is taken into account o The Flynn Effect IQ score have been rising since early 1900s To keep 100 as average tests are more difficulty Implications for programs using IQ scores o Alfred Binet 1904 Developed the first IQ test Terman World War II Stanford Binet Intelligence Test o Wechsler Intelligence Scale for Children Ways to Assess o Aptitude Test o Achievement Test Individual Differences and the Law o IDEA Individuals with Disabilities Act 2004 o Requirements for teaching students with disabilities Educated in Least Restrictive Environment LRE Have and Individualized Education Plan IEP Rights of students and parents protected by law o Section 504 Prevents discrimination of people with disabilities in any federally funded program All school aged children ensured equal opportunity to participate in school activities Students with Learning Challenges o Attention Deficit Hyperactivity Disorder ADHD Term used to describe individuals of any age with hyperactivity and attention difficulties Use of medication to address ADHD is controversial but currently on the rise Students benefit from approaches that combine motivational training with instruction in learning and memory strategies and behavior modification o Communication Disorders Include speech impairments articulation disorders stuttering and voicing problems and oral language disorders If addressed early great progress is possible o Emotional and Behavioral Disorders EBD Students benefit from Applied Behavioral Analysis and teaching of social skills May also respond to structure and organization in the environment schedules activities and rules o Response to Intervention RTI An approach to supporting students with learning problems as early as possible not waiting for years to assess identify and plan a program o 3 Tiers Georgia has 4 Tiers Use a strong well researches way of teaching all students If needed individual receives extra support and additional smallgroup instructions Lastly individual receives one on one intensive i help and perhaps a special needs assessment o Learning Disabilities Disorders in one or more of the basic psychological processes involved in understanding or using spoken or written