Where and when did I find it: I found this in an article, Teaching low-achieving students to self-regulate persuasive quick write responses (Mason, Benedek-Wood, Valasa, 2009) in preparation for the Reciprocal Teaching Presentation. The authors refer to self-regulative strategies to increase active participation with students’ setting goals and self-monitoring their written expression.
Full citation: Mason, L.H., Benedek-Wood, E., & Valasa, L. (2010). Teaching low-achieving students to self-regulate persuasive quick write responses. Journal of Adolescent & Adult Literacy , 53(4), 303-312.
What it means: to self-monitor literacy behaviors, gradually shifting the responsibility from teacher-directed to student-directed behaviors during literacy events.
Level of familiarity: Over the last year, I have become increasingly familiar with this term. In prior graduate coursework, I became more familiar with the relationship between teaching and promoting self-regulation strategies and its role of increased student motivation.
Do I want to know this word well and why? I do want to know this word well because it supports the gradual release of responsibility from teacher to student, which promotes a more purposeful authentic literacy experience for the individual. I want students to have a genuine sense of accomplishment, monitor self-growth, and develop independence.
Do I think others should know this word well...if so WHO AND WHY? This is definitely a word students and literacy specialists should know well. Increasing students’ self-regulative reading and writing behavior does increases motivation and provides a more meaningful literacy experience. Providing students with the tools needed to become independent critical thinkers is essential for their future success, within the school setting and within society.
No comments:
Post a Comment