Using Strategy Instruction and Self-Regulation to Improve Gifted Students' Creative Writing

2000 ◽  
Vol 12 (2) ◽  
pp. 90-101 ◽  
Author(s):  
Luann R. Albertson ◽  
Felix F. Billingsley
Keyword(s):  
Creative Writing ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction

Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings

2008 ◽  
Vol 20 (1) ◽  
pp. 108-136 ◽  
Author(s):  
Angela Housand ◽  
Sally M. Reis
Keyword(s):  
Reading Instruction ◽  
Learning Strategies ◽  
Self Regulation ◽  
Gifted Students ◽  
Strategy Instruction ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Individual

Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

scholarly journals THE INFLUENCES OF SELF REGULATION TOWARDS ACADEIC ACHIEVEMENT AMONG GIFTED STUDENTS IN SAUDI ARABIA

2016 ◽  
Vol 4 (1) ◽  
pp. 342-354
Author(s):  
Wan Sharipahmira ◽  
Al-Sahafil Faisa ◽  
Mohd Zuri Ghani
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Saudi Arabia ◽  
Achievement Motivation ◽  
Qualitative Data ◽  
Self Regulation ◽  
Gifted Students ◽  
Interview Protocol ◽  
International Agencies ◽  
Intelligence Theory

This research examines the influence of self-regulation towards academic achievement among gifted students in Saudi Arabia. The discussion in the study is base on the theoretical framework of the emotional intelligence Theory Goleman’s (1995), the Mayer and Salovey Model (1997) and achievement motivation Theory. These theories are appropriate for the study because they allow the reader to understand how academic achievement is significantly influenced by selfregulation among gifted students in Saudi Arabia. A total of 150 respondents were involved in the quantitative study comprising of male and female gifted students whereby 10 teachers and 30 gifted students were used for qualitative study. Questionnaires were the instruments used to sample the opinions of 150 gifted students? where by interview protocol was used to get the information from the 10 teachers and 30 gifted students. During the analysis and interpretation of the responses gathered from gifted students which is the quantitative data, multiple regressions were used to investigate the influence of self-regulation towards academic achievement among gifted students. For the qualitative data thematic analysis was used through manual qualitative style to describe the concept of self-regulation and provide suggestions from the teachers that could be adopted to improve self-regulation among gifted students in Saudi Arabia. The findings of the study show the effect of self-regulation on academic achievement. The study will be significant to teachers of gifted students, educational planners, government, international agencies such as UNESCO, UNICEF, UNDP, e t c and nongovernmental organizations by putting into practice the suggestions and recommendations which will help them improve emotional intelligence among gifted students in Saudi Arabia.

scholarly journals The role of students’ individual differences in language learning strategy choice

2019 ◽  
Vol 65 (2) ◽  
pp. 117-121
Author(s):  
Iryna Kaminska
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Learning Strategy ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Foreign Languages ◽  
Individual Choice ◽  
Language Learning Strategies ◽  
Learning Contexts

In the article, theoretical-and methodological approaches of modern scholars to the issue of implementing learning strategies into the process of teaching foreign languages are ascertained. The development of strategies and the strategy repertoire along with factors that influence the choice of strategies and their transfer to different learning contexts is considered. Strategy instruction and its impact on language learners are observed. The variety and diversity of factors affecting the choice and the use of learning strategies, namely, motivation, learner autonomy, self-regulation, prior learning experience and students’ beliefs, which determine individual choice of language learning strategies by students of higher education establishments are analyzed. The transfer of general learning strategies to new learning contexts, notably to learning foreign languages, and the predictive value they have in language achievement is defined. The value and importance of learning strategies and the relationship between success, achievement and performance and examined. The teaching of the wide scope of strategies to language students to help them become more efficient, effective and productive is addressed. Possible differences in learning strategy types and frequency of strategy use in low and high strategy users as well as high and low achievers of foreign language learners are identified. Research needs to be conducted to find more efficient ways of training learners to use language learning strategies effectively. The length, the amount and the type of strategy instruction that has more impact on the students’ adoption of learning of strategies should be scrutinized. The type of strategies that learners are more susceptible to accept and adopt not only in the short term but also in the long term should be analyzed. No study has been conducted in the general set of strategies which beginner learners of English transfer from their general repertoire of strategies to language learning as the primary tools to face language learning and the extent to which these strategies will help them in attaining success in language learning.

scholarly journals A Review of the Use of ICT Techniques for Teaching Gifted Students

2021 ◽  
Vol 11 (4) ◽  
pp. 2358-2367
Author(s):  
Rabee Alqahtani ◽  
Mohammed Alqahtani
Keyword(s):  
Self Regulation ◽  
Gifted Students ◽  
Educational Interventions ◽  
School Level ◽  
Current Status ◽  
Gifted Children ◽  
The Impact ◽  
Appropriate Education ◽  
And Training ◽  
Practical Implications

The issue examined in this systematic review was the current status of research on the use of ICT techniques in the education of gifted children. After defining gifted children, the need for separate consideration of educating them and the appropriate method of educating them led to considering ICT as a promising method to teach them. The review found that some recent research has reported models of appropriate education using ICT. However, mere models are not going to achieve anything. Facilitation of ICT at the school level and training of teachers to teach gifted children using ICT is also important. As with any other case, factors and challenges determine the success of ICT use in educating gifted children. Early identification of gifted children, self-regulation and self-efficacy of gifted children to focus on the relevant topics, individualised programmes and lastly, the impact of the current Covid-19 pandemic have been discussed by the other papers that were reviewed. Overall, it can be deduced that ICT is indeed a useful avenue to teach gifted students, but it needs to be used in conjunction with other educational interventions/programs to ensure its effectiveness. These findings have practical implications for improving the education of gifted students.

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

2020 ◽  
Vol 56 (3) ◽  
pp. 131-140
Author(s):  
Sara Sanders ◽  
Lauren Hart Rollins ◽  
Linda H. Mason ◽  
Ashley Shaw ◽  
Kristine Jolivette
Keyword(s):  
Reading Comprehension ◽  
Students With Disabilities ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Academic Skills ◽  
Strategy Development ◽  
Instructional Approach ◽  
Self Monitoring

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

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