Self reinforcement instructions a student might say i

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: olving a story problem is to draw a picture.” • Self-Evaluating and Error Correcting Instructions: Students evaluate their performance to catch mistakes or deviations from their strategy. A student might say, “I forgot to provide the units for my math answer,” or “I need to check for spelling errors.” • Coping and Self-Control Instructions: Students help themselves cope with frustration or negative emotions like anxiety. “A student might say, “I can do this. I just need to follow my plan.” • Self-Reinforcement Instructions: A student might say, “I did that one just right.” A number of different self-instructional programs have been developed for use in the classroom. For example, Think Aloud a classroom program that makes extensive use of self-instruction to help students manage their impulses (Camp, 1977; Camp & Bash, 1978; Camp, Blom, Hebert & van Doornick, 1977). As part of this program, students are taught this four-step self-instructional program for problem solving. • What is my Problem? • What Can I do? • Am I using My Plan? 41 • How Did I Do? The three step self-instructional program of cover, copy, and compare is a second self instructional approach, and it has been taught to students to help them study for tests in a number of academic areas (McLaughlin, & Skinner, 1996; Struthers, Struthers, & Williams, 1983). For example, when studying for a spelling test, students would look at a word, cover it, try to copy it, and then compare to see how they had done. Here are some additional ideas for encouraging your students to selfregulate their learning. • Use written and oral contracts with students to set reasonably challenging goals. • Have students write about what they would like to be doing in five or ten years, and have discussions about how to realize those goals. • Do goal-setting conferences with student as part of report card process. Have them self-evaluate progress, and set goals for the next grading period. • Introduce students to a variety of...
View Full Document

This document was uploaded on 03/29/2014 for the course EPS 324 at N. Arizona.

Ask a homework question - tutors are online