As an educator, you know what you want for your students. You want them to seek out challenges, ask for help, resist distraction, and see mistakes as chances to try again. In other words, you want kids to be self-regulated learners. Self-regulation for learning (SRL) is the ability to effectively balance Affect (how you feel), Behaviors (what you do), and Cognition (how to think) to pursue worthy academic goals. Teaching students to balance these three elements builds motivation, resilience, and college and career readiness. In this interactive session, learn doable, evidence-based practices to help students engage in learning, build confidence, set and manage goals, develop habits of thinking, do effective home study, and reflect on their learning. Hear real stories of students who achieved success through SRL skills. You will be provided a framework for both classroom practice and schoolwide implementation. Discover how schools have used this whole child approach to assisting students in gaining greater social/emotional well-being, developing scholarly behaviors, and acquiring valuable thinking tools to be successful in school and beyond.

This seminar runs from 8:15 am to 2:30 pm.

LEARNING OBJECTIVES

Participants will be able to:
 
• Connect the impact of self-regulation to learning and life success
• Learn how to implement strategies to effectively assist students in becoming autonomous learners
• Discover how to build a student-centered learning environment that encourages self-regulation for learning
• Help students to effectively balance affect, behavior, and cognition to improve learning
• Provide the elements needed to build motivation, resilience, and career readiness
• Explore specific ways to manage self-regulation and executive functioning skills
 

WHO SHOULD ATTEND

This seminar is applicable for K-12 teachers, special educators, principals, administrators, counselors, and social workers.

 

WORKSHOP LEADER

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Richard M. Cash, EdD, is an award-winning educator, author, and consultant/coach, who has worked with schools throughout the United States and internationally. His educational experience ranges from classroom teaching, building and program administration, curriculum, and professional development. He has authored Advancing Differentiation: Thinking and Learning for the 21st Century (2017), Self-Regulation in the Classroom: Helping Students Learn How to Learn (2016), and co-authored Differentiation for Gifted Learners: Going Beyond the Basics (2014).