How do you reach those students that give up, that don’t want to engage when its difficult, that think they cannot do it and they don’t want to try?
CAST states that, “When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way.“
BUT HOW?!
Helping students build their self regulation and self determination by teaching a growth mindset (see my other blog post), but also by teaching self regulation and determination and by supports that include:
- Display goal in multiple ways
- Set up schedule
- Prompts or scaffolds for visualised desired outcome
- Assessment discussion about what constitutes excellence and connects to interests
- Vary demands and resources- provide alternatives in permissible tools and scaffolds
- Differentiate the degree of difficulty or complexity within core activities
- Emphasise process, effort, improvement
- Create cooperative learning groups with clear roles
- Provide prompts
- Encourage and support opportunities
- Construct communities of learners
- Create expectation for group work e.g. rubrics
- Provide feedback that encourages perseverance/emphasis effort improvement
- Provide feedback that is timely and specific, informative rather than comparative
- Provide feedback that models how to incorporate evaluation – strategies for future success
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http: //udlguidelines.cast.org
