Self-Regulation and the Common Core: Application to ELA Standards

311 Pages·2015·1.019 MB·English

by  Marie C. White, Maria K. DiBenedetto

SELF-REGULATION AND THE
COMMON CORE
The Common Core State Standards for English Language Arts created new
challenges for teachers and pre-service instructors. Self-regulated learning, using
one’s thoughts, feelings, and behaviors to reach goals, can help students become
independent, self-directed learners. This book provides educators the support
they need to apply the principles of self-regulated learning in their teaching for
success with the Common Core. In this book, Marie C. White and Maria K.
DiBenedetto present information on how to apply academic self-regulation by
integrating two models: one which addresses how students develop self-regulatory
competence, the other which focuses on the various processes within the three
phases of self-regulated learning. In addition, Self-Regulation and the Common Core
provides specifi c lesson plans for grades K-12, using the standards and the inte-
grated framework to promote higher order thinking and problem-solving
activities.
Dr. Marie C. White is Associate Professor of Educational Psychology and Chair
of Childhood and Adolescent Education at Nyack NYC.
Dr. Maria K. DiBenedetto is a high school science teacher in North Carolina.
Both authors have extensive experience in teacher education and are experts in
self-regulated learning.
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SELF-REGULATION AND
THE COMMON CORE
Application to ELA Standards
Marie C. White and Maria K. DiBenedetto
First published 2015
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2015 Taylor & Francis
The right of Marie C. White and Maria K. DiBenedetto to be identifi ed
as author of this work has been asserted by them in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identifi cation and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
White, Marie C.
Self-regulation and the common core : application to ELA standards /
by Marie C. White and Maria K. DiBenedetto.
pages cm
Includes bibliographical references and index.
1. Self-culture. 2. Motivation in education. 3. Metacognition.
4. Language arts (Elementary)—United States. 5. Language arts
(Secondary)—United States. 6. Education—Standards—United States
I. DiBenedetto, Maria K. II. Title.
LC32.W55 2015
371.3943—dc23
2014034706
ISBN: 978-0-415-71419-8 (hbk)
ISBN: 978-0-415-71420-4 (pbk)
ISBN: 978-1-315-88284-0 (ebk)
Typeset in ApexBembo
by Apex CoVantage, LLC
CONTENTS
Foreword by Barry J. Zimmerman and Dale H. Schunk vii
Preface xi
Acknowledgments xv
PART I
Linking the Common Core and Self-Regulation 1
1 Spirals and Crosswalks 3
2 Theory-Based Instruction: Self-Regulation of Learning 8
3 Self-Regulation in a Classroom Context 17
PART II
Elementary School 27
4 The Road to Independence Begins With Strategic
Help Seeking: Kindergarteners and First Graders 29
5 Writing From Informational Text: Grades 2 and 3 66
6 Building Academic Language: Grades 4 and 5 107
vi Contents
PART III
Middle School 155
7 The Self-Regulated Writer Reads Like a Writer:
Grades 6, 7, and 8 157
PART IV
High School 209
8 A Dimensional Crosswalk: From the Common
Core to Self-Regulation 211
9 A Strategic Approach to Research Projects:
Grades 9 and 10 220
10 Beginning a Research Paper: Grades 11 and 12 246
Index 281
FOREWORD
Over the past thirty years, self-regulation has gone from a topic viewed as relevant
in clinical contexts to one embraced by educational researchers and practitioners.
Self-regulation refers to individuals’ self-generated cognitions, affects, and behaviors
that are systematically oriented toward attainment of their goals (Zimmerman,
1998). Because education involves learning, there is a great deal of current interest
in s elf-regulated learning, or self-regulation processes applied during a learning expe-
rience, where the goal is a desired level of achievement (Sitzmann & Ely, 2011).
Research on self-regulated learning in education has grown dramatically, in
no small part because of the belief that many student learning diffi culties stem
from poor academic self-regulation skills. Researchers have addressed many facets
of self-regulated learning. The earliest educational research focused on identifying
key processes involved in self-regulated learning, such as goal setting, self-effi cacy,
metacognitive monitoring, and time management. Subsequently, a great deal of
research was conducted on the effectiveness of interventions designed to teach
students self-regulatory processes and motivate them to use these processes to
improve their academic learning. Currently, an active area of research is deter-
mining how self-regulatory processes change over time as students learn and
improve their skills.
What has not been well researched are ways to build self-regulation instruc-
tion into regular classroom practices such that teachers can implement these in
the context of their normal instruction. In other words, despite the relevance of
self-regulated learning to classroom practices, the gap between theory and research
on the one hand and practice on the other remains wide.
This text is explicitly designed and written to help bridge that gap and make
self-regulated learning an integral component of instructional practices. The text is
well grounded in theory and research, and clearly shows how educational
viii Foreword
practitioners can use what we know about self-regulatory processes to help students
become better self-regulated learners.
Throughout this text, the authors integrate two key aspects of self-regulated
learning shown by theory and research to be critical: phases of self-regulated learn-
ing and levels of self-regulatory skill development. Zimmerman’s (2000) three phases
of self-regulated learning encompass learner actions before, during, and after task
engagement. The forethought phase precedes actual performance and includes self-
regulatory activities that set the stage for action, such as identifying goals, deciding
which strategies to use, establishing favorable social and environmental conditions,
and feeling self-effi cacious for learning. The performance control phase includes task
engagement activities that affect attention and action. Learners implement task
strategies and monitor their performance outcomes. During the s elf-refl ection phase,
which occurs during pauses and after tasks are completed, learners respond evalu-
atively to their efforts. They may persist if they believe their strategies are working
or modify their strategies or seek assistance if they believe their learning progress
is inadequate. Self-refl ections return learners to the forethought phase.
The four levels of self-regulatory skill development refl ect the idea that learn-
ing begins with social (external) sources and shifts to self (internal) sources
(Schunk & Zimmerman, 1997; Zimmerman, 2000). At the initial o bservation level,
learners acquire basic skills and strategies from social sources such as modeling
and coaching, although learners may not be able to perform those skills and
strategies. With practice, feedback, and encouragement during the e mulation level,
learners’ performances approximate those of the models. The major difference
between these two levels is that learning occurs through instruction and observa-
tion at the observation level and at the emulation level, learners can perform
the behaviors, although perhaps in rudimentary ways. Both levels primarily are
social because learners require exposure to models, real or symbolic (e.g., tele-
vised). Learning is not yet internalized, or part of their self-regulatory systems,
so they need assistance to perform.
At the third level, s elf-control , learners can employ the skills and strategies on
their own when performing the same or similar tasks. They continue to pattern
their actions after those of their teachers (models). They have not yet developed
the capability to modify their performances based on adaptations they deem
necessary in given situations. At the fi nal level, self-regulation , learners can adapt
their skills and strategies based on what alterations they believe may be needed
to deal with changing personal and environmental conditions. At this level,
students have internalized skills and strategies, which means they can transfer
them beyond the learning setting; adjust them to fi t new contexts; and maintain
their motivation through goal setting, perceived goal progress, and self-effi cacy.
The progression from social to self sources is complete.
Internalization is a critical component of this progression (Schunk, 1999). When
knowledge and skills are internalized, they are under the learner’s self-regulatory
control. Although learning can occur without internalization, as when learners
Foreword ix
are directed what to do, internalization is needed for maintaining self-regulated
learning over time and transferring it beyond the original learning context.
Internalization yields learners with such self-infl uences as goal setting, progress
monitoring and self-evaluations, task strategies, and self-effi cacy, which they can
self-regulate to promote their motivation and learning.
This text shows educators how to apply these ideas in K–12 settings. The
opening chapter describes the underlying theory in depth so that readers are
fi rmly grounded in the conceptual framework before learning how to apply it.
The second chapter then links this framework with the Common Core standards
to further establish its validity for use in contemporary educational settings. The
third chapter discusses attributes of self-regulated teachers and learners as sub-
stantiated by research evidence. Beginning with C hapter 4, the authors discuss
detailed applications of self-regulated learning in educational contexts ranging
from kindergarten to grade 12. These chapters illustrate how different self-
regulatory processes can be developed in students in various content areas (e.g.,
reading, writing) across grade levels. Illustrations of the levels and phases of
self-regulated learning are provided so practitioners can understand how the
theoretical ideas can translate into practice.
The authors of this text—Marie C. White and Maria K. DiBenedetto—are
professional educators with extensive experience at both the K–12 and higher
education levels. Thus, they knowledgeably speak to both teacher educators who
want their students to learn how to use self-regulated learning themselves and help
their students become better self-regulated learners, and to practicing teachers who
want to use self-regulatory processes in their teaching and help students develop
those skills. The credibility of the authors with the content of this text and with
the intended audiences will resonate well with researchers and practitioners alike.
The fi eld of self-regulated learning has made tremendous advances in educa-
tion over the past three decades. The direction that the fi eld needs to take now
is captured in this book: applying the theory and research fi ndings to settings
where teaching and learning occur. This book has great potential to not only
advance the fi eld of self-regulated learning, but also improve the learning skills
of countless students. In short, this text underscores a point made repeatedly by
self-regulated learning researchers—that self-regulation instruction can make a
real difference in people’s lives.
Barry J. Zimmerman
and Dale H. Schunk
References
Schunk, D. H. (1999). Social-self interaction and achievement behavior. E ducational
Psychologist, 34, 219–227.
Schunk, D. H., & Zimmerman, B. J. (1997). Social origins of self-regulatory competence.
Educational Psychologist, 32, 195–208.