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Cultivating an Empowering Instructional Context

Event date: Tuesday, November 29, 2011, from 3:00 PM to 5:00 PM
Location: CTE UNH3030

Cultivating an Empowering Instructional Context: The Role of Self-Reflection and Process Feedback ( Event Flyer )
Presentation Slides (pdf)
ECHO Recording of Presentation

Self-regulated learning (SRL) refers to a process involving the proactive and systematic planning, use, and adaptation of specific strategies in specific learning contexts. Across the developmental spectrum, SRL interventions have been shown to reliably improve students’ basic academic skills as well as their ability to study, manage their time, and to cope effectively with the complex demands of high school and college settings. These interventions have also been shown to improve students’ perceptions of self-efficacy, interest in school, and the extent to which they value learning. Instructors can impact these regulatory and motivation processes by teaching students how to reflect adaptively on their successes and failures and to provide students feedback that nurtures their strategic skills and motivation. In this workshop, attendees will learn how to translate SRL theory into simple yet powerful instructional tactics and practices. Real-world examples of “SRL in practice” will be provided, with particular emphasis placed on strategies for engaging in reflection discussions during class lectures and for providing process and self-regulatory feedback on assignments and projects. Attendees will also have the opportunity to actively participate in break-out group activities to practice applying self-regulation concepts to their instructional content areas and domains.

Refreshments will be included, please RSVP to teachers@lmu.edu or (310)338-5866.

 


 

Timothy Cleary, Ph.D., University of Wisconsin, Milwaukee

Timothy J. Cleary is an Associate Professor and Training Director of the School Psychology program at the University of Wisconsin-Milwaukee. Professor Cleary’s primary areas of research and professional interest include the development and evaluation of self-regulation/motivation assessment tools and intervention programs applied to academic, athletic, and clinical contexts. He has developed an innovative assessment technique called Self-Regulated Learning (SRL) Microanalysis as well as a tutoring intervention program to enhance students’ strategic skills and academic achievement (Self-Regulation Empowerment Program (SREP)). Dr. Cleary has also explored current trends in school psychology assessment, intervention, and consultation practices and has engaged in national and international consultation activities to improve educational and clinical practices of teachers, school psychologists and medical education professionals.

Dr. Cleary will also give a keynote address from 12:15 - 1:15pm on "Training Students to Become Strategic Thinkers: Research, Theory, and Applications"

This presentation is part of Vandana Thadani's Faculty Associate project on Student Engagement and Reflective Learning.