Self-Regulation - David Douglass
Published on Nov 18, 2015
"I never teach my pupils. I only attempt to provide the conditions in which they can learn." ~Albert Einstein
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Definition:
- a method for understanding stress and managing energy levels
- the ways in which a person copes with and recovers from ongoing stress (states of arousal)
Shanker, 2016
Tranter and Kerr, 2016
Tranter and Kerr, 2016
Photo by zAmb0ni
Definition (cont):
- a deep, internal mechanism that enables people to engage in mindful, intentional, and thoughtful behaviours.
- managing energy expenditure in response to stressors and then recover from the effort
- set limits for themselves and manage their own emotion, attention, and behaviour
Bodrova and Leong, 2008
Shanker and Hopkins, 2015
Ontario, 2016
Shanker and Hopkins, 2015
Ontario, 2016
Photo by zAmb0ni
Rethink, Remove, Repeat
How would I apply the framework of rethink, remove, repeat to my current practice?
The design for my Fall 2012 FYC class was inspired by a TED Talk by Dr. Tae called "Can Skateboarding Save Our Schools?" In the video, Dr. Tae compares the principles that govern the skatepark with those that govern the classroom.
At the skatepark:
* everyone learns at their own pace
* learning is not always fun
* failure is guaranteed and acceptable.
Think about the way skateparks are designed:
* there are various challenges embedded within the architecture: half-pipes, ramps, rails, and ledges
* when you enter a skatepark, there are no pre-determined learning objectives posted on the wall
* the individual skateboarder determines which challenges and tricks they take on and in what order and how much energy they put into each
* improvisation and innovation within the existing architecture are encouraged
* no skateboarder is "the best"
* the community is greater than the sum of individuals who make it up because members are encouraged to individuate themselves and then give what they learn back to the community
* in the absence of a skatepark, skateboarders will repurpose existing architecture.
I wanted to integrate the principles and architecture of the skatepark into my FYC classroom.
At the skatepark:
* everyone learns at their own pace
* learning is not always fun
* failure is guaranteed and acceptable.
Think about the way skateparks are designed:
* there are various challenges embedded within the architecture: half-pipes, ramps, rails, and ledges
* when you enter a skatepark, there are no pre-determined learning objectives posted on the wall
* the individual skateboarder determines which challenges and tricks they take on and in what order and how much energy they put into each
* improvisation and innovation within the existing architecture are encouraged
* no skateboarder is "the best"
* the community is greater than the sum of individuals who make it up because members are encouraged to individuate themselves and then give what they learn back to the community
* in the absence of a skatepark, skateboarders will repurpose existing architecture.
I wanted to integrate the principles and architecture of the skatepark into my FYC classroom.
Photo by Kathy Cassidy
Rethink
- Whole Group Instruction
- Shorten the time: 5-10 minutes
- Focused Learning
- Sharing Time
I would rethink whole group instruction time. Currently, I take too long and the children get distracted and unfocussed. Even when they seem to be compliant and listening, are they really learning (Simms and Yoworski, 2016). I would move from two or three long whole group instruction to two short (5-10 minutes) whole group focussed learning: one shared or modelled reading, oral language development, games, movement, discuss centres or projects (Simms and Yoworski, 2016); and one sharing time of children's high quality work (Sloan, 2009).
Photo by rishibando
Remove
- Prep "subjects"
- Two long periods of uninterrupted indoor play
- One long period of uniterrupted outdoor play
- "Seamless transition with the prep-time teacher."
I would remove the idea that prep time must be a discrete "subject" that the prep teacher reports on as it is with grades one to eight. Creating a seamless transition as described in Amy Sweeney's Flow of the Day post (https://learn.etfo-aq.ca/d2l/le/51347/discussions/threads/2491629/View) would create fewer transitions for children. By minimizing the number and types of transitions, educators can better assist children regulate their thinking and emotions with a limited number of transitions rather than many overwhelming number and types of transitions.
Photo by rishibando
Repeat
- Calm, inviting, engaging environment
- Declutter
- Variety of micro-environments
- Manageable, variety, natural materials
"Chaotic environments can also lead to peer self-regulatory behaviours and impulse control." (Harvard, 2011). Too often, I have seen classrooms with so much "stuff" in them that the children become overwhelmed. They flit from place to place, create more mess since there is no organization to the room to begin with, and don't settle with one activity long enough to fully engage. At clean up time, they have difficulty knowing where to put anything as the organization of the room does not lend to putting materials away. Decluttering, especially commercial materials (as opposed to natural ones, Arkin, 2017), creates more opportunity for children to slow down (destress in their biological domain, Hopkins, 2016) and become more curious about the materials allowing them to slowdown and interact more deeply with them.
Photo by rishibando
THE CHALLENGE
How would these changes support self-regulation of children.
So, I decided to challenge the class to design a 21st century university. I placed no limitations on them in terms of money, logistics, or infrastructure. The sky was the limit and each student could work alone or in a group and could focus on whatever aspect of the university they wished.
Photo by rcoder
The learning environment plays a key role in what and how a child learns (Ontario, 2016).
Photo credit: David Douglass, 2019
I love nature and I am fascinated by the complexity and beauty of the natural world. When we are in our outdoor spaces, I notice and name what I see. I draw children's attention to the aspects of the organic and inorganic world around them. I send them off to explore and ask them to show me what they see and get them to talk about it. They love knowing the names of the plants and rocks. We have brought magnifiers, buckets (for collecting), and other tools from outside to bring inside where children can share what they collected, tell what they think they know, wonder about it (Sloane, 2009).
I love nature and I am fascinated by the complexity and beauty of the natural world. When we are in our outdoor spaces, I notice and name what I see. I draw children's attention to the aspects of the organic and inorganic world around them. I send them off to explore and ask them to show me what they see and get them to talk about it. They love knowing the names of the plants and rocks. We have brought magnifiers, buckets (for collecting), and other tools from outside to bring inside where children can share what they collected, tell what they think they know, wonder about it (Sloane, 2009).
“microenvironments” (are) the spaces within a learning environment that are used to minimize stressors that will, in turn, allow a child to reach a calm state where they are ready and capable of optimal learning. -- Amy Sweeney
Photo credit: David Douglass, 2019
Children benefit from bring given open-ended material that do not have a defined use that increase the degree of inventiveness and creating and open up more possibility for discovery (Arkin, 2017).
I would change up the idea of loose parts to one that is more natural based ("the natural environment can be reflected in the indoor learning environment," Ontario, 2016). I would also not limit loose materials to a "loose materials area'" but integrate loose materials in all areas of the classroom and allow for movement of materials around the classroom.
Children benefit from bring given open-ended material that do not have a defined use that increase the degree of inventiveness and creating and open up more possibility for discovery (Arkin, 2017).
I would change up the idea of loose parts to one that is more natural based ("the natural environment can be reflected in the indoor learning environment," Ontario, 2016). I would also not limit loose materials to a "loose materials area'" but integrate loose materials in all areas of the classroom and allow for movement of materials around the classroom.
"...we changed our reading center to a quieter location..." As mentioned in one of our readings from The Kindergarten Program (2016) by,“providing children with choice in the learning environment [it] is key to supporting their emerging ability to self-regulate.” -- Amanda Simpson
Photo credit: David Douglass, 2019
Children need choice and control of where they go and for how long. They need areas to be active and interactive, as well as solitary and quiet. Meeting social and prosocial domains (McLennan, 2016; Hopkins, 2016).
Children need choice and control of where they go and for how long. They need areas to be active and interactive, as well as solitary and quiet. Meeting social and prosocial domains (McLennan, 2016; Hopkins, 2016).
Biological Domain - sensory materials (Hopkins, 2016)
Photo credit: David Douglass, 2019
Cognitive Domain - use of colour, creativity, student interests (Hopkins, 2016)
Photo credit: David Douglass, 2019
THE THIRD TEACHER
- Welcoming and rich environment that engages children.
- A variety of gathering spaces.
- Well organized instructional materials.
- Children's learning is made visible and accessible.
The biggest look-for that I see is an uncluttered space. The more stuff in a classroom, the more difficult it is for children to cope. I say to kindergarten educators, "If it is not being used by the children, get rid of it. Ask yourself the question: does it have purpose for being here." (Hopkins, 2016). I like to see documentation of children's work and actions up on the walls at their height, rather than "decorations" for the children to review, reflect on, and extend their thinking with the guidance of the educators. It sounds like educators interacting with children in their play to scaffold executive function skills (Harvard, 2011). It sounds like conversation, debate, disagreement, compromise, etc.
References:
Ontario, 2013: The Environment is a Teacher
Ontario, 2012: Capacity Building Series - The Third Teacher
References:
Ontario, 2013: The Environment is a Teacher
Ontario, 2012: Capacity Building Series - The Third Teacher
Photo by ...-Wink-...
THE RESEARCH SLAM
How Would You Incorporate the Concept of Co-construction?
Photo by Hans-Peter Gauster
Co-Construction
- Open conversations
- Listen, observe, challenge
- Children are part of the learning process
- Student ownership
"I think being transparent and having open conversations about areas in the room is the best way to start the discussion." -- Jennifer Wignall
"According to The Kindergarten Program 2016, the role of the educator is to listen, observe and then challenge" -- Justine Leiska
"Students are able to self- regulate themselves because they take control of their learning and are seen as valuable in the learning process." -- Katherine Larkin
"I think when the students are in a head space of co-constucting and collaborating they are very in tune with each other’s feelings and are really listening and taking turns while designing a space that they have ownership over." -- Sarah Wagner
"According to The Kindergarten Program 2016, the role of the educator is to listen, observe and then challenge" -- Justine Leiska
"Students are able to self- regulate themselves because they take control of their learning and are seen as valuable in the learning process." -- Katherine Larkin
"I think when the students are in a head space of co-constucting and collaborating they are very in tune with each other’s feelings and are really listening and taking turns while designing a space that they have ownership over." -- Sarah Wagner
Implementation
How has the research influenced your decision making process?
TRUST YOUR DECISIONS
- Children have an incredible capacity to learn self-regulation through play and interacting with each other.
- It is my job to set up the environment to help them develop executive functioning.
- The flow of the day is flexible and fluid (Ontario, 2016)
- Let go of control and develop learning with the children.
- Children need to reflect on and share their learning, rather than the educator direct learning and be the keeper of knowledge.
- I would include Indigenous ways of knowing into my teaching.
"As children engage in pretend play with each other, they are learning to get along with each other, make compromises, results conflicts, regulate emotions and behaviour and initial friendships." and "Reflective practitioners participate in play, guiding children's planning, decision-making and communications, and extending children's explorations with narrative, novelty and challenges. (Ontario, 2007). Learning to self-regulate must be embedded into play and must be guided by adult intervention when necessary.
"Adults set the framework that helps children use the executive function skills they are developing to the best of their abilities (Harvard, 2011).
...transitions are kept to a minimum, the large blocks of time for play-based learning are kept intact, and planning is collaborative. ...integrate literacy and numeracy, and minimize large group instruction by working with small groups and individuals as well (McLennan, 2017).
To introduce the notion of co-learning, teachers need to engage students in the decision making, they need to gather anecdotes, to listen to what the children are talking about, and help guide students in following a path for learning. -- Katherine Larkin
Sharing Time is an opportunity for children to practice oral language skills: speaking, listening, presenting. It is an opportunity for other children to see and learn from the child(ren) presenting. It gives the educator and other learners to push thinking forward through noticing, naming, and questioning through strategies such as "see, think, wonder" or "think, puzzle, explore" (Schwartz, 2016) (Ritchhart and Perkins, 2008).
"I would like to include Indigenous ways of knowing into my teaching." (Truth and Reconciliation Commission of Canada, 2012)
"Adults set the framework that helps children use the executive function skills they are developing to the best of their abilities (Harvard, 2011).
...transitions are kept to a minimum, the large blocks of time for play-based learning are kept intact, and planning is collaborative. ...integrate literacy and numeracy, and minimize large group instruction by working with small groups and individuals as well (McLennan, 2017).
To introduce the notion of co-learning, teachers need to engage students in the decision making, they need to gather anecdotes, to listen to what the children are talking about, and help guide students in following a path for learning. -- Katherine Larkin
Sharing Time is an opportunity for children to practice oral language skills: speaking, listening, presenting. It is an opportunity for other children to see and learn from the child(ren) presenting. It gives the educator and other learners to push thinking forward through noticing, naming, and questioning through strategies such as "see, think, wonder" or "think, puzzle, explore" (Schwartz, 2016) (Ritchhart and Perkins, 2008).
"I would like to include Indigenous ways of knowing into my teaching." (Truth and Reconciliation Commission of Canada, 2012)
Family Communication
Photo by mikefisher821
Families want what is best for their children.
Researched based educational approach to education best serves children.
Keeping families informed and included in decision-making is vital to family support.
The Power of Documentation
- when learning is made relevant to children...
- when parents see their children actively learning...
- when parent knowledge of their children is valued...
- when parents and children see that educators continuously evaluate their own work...
- when children are valued....
-- parents support the work that educators do.
(Gandini, 2016)
- when learning is made relevant to children...
- when parents see their children actively learning...
- when parent knowledge of their children is valued...
- when parents and children see that educators continuously evaluate their own work...
- when children are valued....
-- parents support the work that educators do.
(Gandini, 2016)
Photo by rkramer62
References
- Gandini, L. (2016). Values and Principles of the Reggio Emilia Approach. Retrieved http://mrsmclennan.blogspot.com/p/daily-flow.html.
- Ontario Government. (2016). The Kindergarten Program.
- Ontario Government. (2012). EduGains: Co-constructing and negotiating the learning environment – including the children's voices and ideas.
References
- Sloane, M. (2009). Sharing Time: So Much More Than Show and Tell. Teaching Young Children. Retrieved from https://learn.etfo-aq.ca/content/enforced/51347-A4526E/assets/docs/Sharing%...
References
- Arkin, M. (2017). A Blog: The Importance of Increasing Children's Outdoor Play Opportunities. Retrieved from https://www.cccf-fcsge.ca/2017/07/25/a-blog-the-importance-of-increasing-ch....
References
- Sims, T. and Yoworski, C. (2017). Flow of the Day: Creating a Schedule in Kindergarten. Passionately Curious Educators. Retrieved from http://passionatelycuriousinkindergarten.blogspot.com/search/label/flow%20o...
References
- Deanna Pecaski McLennan, Blog (2017). Joyful Learning in the Early Years. Retrieved from http://mrsmclennan.blogspot.com/p/daily-flow.html.
- Hopkins, S. (2016). The Learning Environment and Self-Regulation. Retrieved from www.self-reg.ca.
References
- Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. Retrieved from www.developingchild.harvard.edu.
References
- Bodrova, B. and Leong, D. (2008). Developing Self-Regulation in Kindergarten: Can We Keep All the Crickets in the Basket? National Association for the Education of Young Children. Retrieved from https://learn.etfo-aq.ca/content/enforced/51094-A4525E/assets/docs/self_reg...
References
- Shanker, S. and Hopkins, S.(2015). Self-Regulation: The Early Years. Series on Self-Regulation: What You Need to Know. Retrieved from https://learn.etfo-aq.ca/content/enforced/51094-A4525E/assets/docs/What-you...
References
- Shanker, S. (2016). What is Self-Reg? The Mehrit Centre. Retrieved from https://www.youtube.com/watch?v=hOlV_kNYAYA
- Tranter, D. and Kerr, D. (2016). Understanding Self-Regulation: Why Stressed Students Struggle to Learn. What Works: Research into Practice. Retrieved from https://learn.etfo-aq.ca/content/enforced/51094-A4525E/assets/docs/ww_strug...
