 Alpha  Entered 11 th grade  Taught alpha general anatomy and physiology  Reading level 6 th grade  Sara  Entered 10 th grade  Taught general anatomy and physiology and AP biology  Reading level on or above above grade level

 Alpha  Very happy to come  Made friends very easily  Optimistic outlook on life  Accepted into social group  Sara  very happy to come  Made friends less easily, had smaller group of friends  Optimistic outlook  Disappointed in social group

 “The experiment was a good experiment for me and I enjoyed it. It wasn’t the best lab I’ve done before, but it was different. I was impress by temperature part of the experiment I’ve should of expected water to be the warmest temperate from boiling things. I didn’t know that much about the elements except water to really predict anything for the outcome for the experiment. I like that procedure of the experiment and how the elements had reacted. The Elements reacted in temperature excepted HCl which stayed at 0. I learned stuff from working with these elements and what they could do.”  As temperature increased, catalase reactions decreased. For the cold temperature, the height was 6 centimeters, however, for room temperature, it dropped to 5 centimeters. When the catalase was placed in hot water, the catalase was nearly inactive with only.2 centimeters of bubbles. According the data of the experiment testing pH and catalase activity, the closer to neutral acidity the solution was, the more active the Catalase. A strong acid (pH of 1), HCl, produced no bubbles, however, with a neutral acid (pH of 7), H 2 O, produced 4 centimeters of bubbles. A weak acid, (pH of 3) CH 3 COOH (diluted), resulted in 3 centimeters of bubbles.

 Alpha  No behavior problems  Wanted to learn, tried, participated  Knew social cues well  Sara  No behavior problems (chatty, giggled)  Worked very well with others, helped those that needed it

 Alpha  Struggled with notes  Listened well, but did not translate into good notes  Wrote down what was on the board but little else, missed cues, often missed asking questions  Sara  Great note-taker  Listened well, asked good questions  Took great notes  Clear that she thought metacognitively

 Alpha  Poor reading skills  6 th grade reading ability, although understood content when listening  Trouble with reading textbook  Knew when he didn’t understand, didn’t know what to do  Sara  Needed some confidence but read well  High metacognition and good reading strategies

 “A high degree of self-efficacy is associated with high academic performance and the use of self- regulatory strategies”  (Bembenutty, p. 458)  Both alpha and sara needed encouragement, but alpha by far how lower self-efficacy.  Sara merely needed to see that she could actually do it

 Alpha  Misregulation- › doing homework with bad habits, TV, rushing  Underregulation › Setting poor standards › Doing only the minimal  Sara  Defensive pessimism › Seen more in beginning  Sometimes self- handicapped › Poor planning › Other commitments

 Alpha  Wants to do well but doesn’t understand the strategies  Tries to do homework, often reflecting no understanding  Doesn’t reread  Sara  Sets internal goals  Asks questions

 Involves  Attention  Organization  Elaboration  Critical thinking  Rehearsal  Learning strategies  Monitoring  ( Bembenutty p. 456)  Alpha needed help with elaboration, rehearsal, and learning strategies  Sara needed help with critical thinking, learning strategies, and some elaboration

 Alpha  Building smaller goals in tutoring  More appropriate tasks  “linking new work to recent successes”  (Margolis & McCabe, 2004, p 241)  Sara  Encourage  “reinforcing effort”

 “Two of the more important components were controlling task difficulty and sequencing tasks from easy to difficult”  (Margolis & McCabe, p.241)  For goals to positively influence self- efficacy and motivation, then need to be personally important to struggling learners, short-term, specific, and achievable.  (p. 245)

 Alpha-  In tutoring, set goals for studying and homework  Teach him to set goals  Show him how to study (sequencing tasks)  Design plans with this in mind  Sara  Allow time for her to talk through the lesson (class discussions)  She should have that opportunity to grapple with the material, challenge  Sequencing is important, but move to difficult faster

 Elaboration › Graphic organizers › Mind mapping › K-W-L  Rehearsal › Use of mnemonics › “DeNaIn” › “Alligator in Moat”  ((Roe, Stoodt-Hill, & Burns, 2011)  Critical thinking- learning transfer  Elaboration  Rehearsal

 Building reading skills- reading with metacognition › INSERT › Marking the text  Studying- › teach study skills, flash cards, post-its › Review, reread › Goals for studying  ((Roe, Stoodt-Hill, & Burns, 2011)

 Teachers should “help learners to be self-regulated and to use their volition and willpower to avoid distraction, sustain motivation, regulate emotions, and manage actions”  (Bembenutty, H, 2011, pg. 452)  Teachers should provide meaningful homework assignments to stimulate interest.  “assign homework that has a clear purpose and rational and is meaningful” (pg 453)

 Bembenutty, H. (2011) Meaningful and Maladaptive Homework practices: The role of self- efficacy and self- regulation. Journal of Advanced Academics. 22(3). p  Margolis, H & McCabe P. (2004). Self Efficacy, A Key to Improving the Motivation of Struggling Learners. The Clearing House. 77(6). P  Gillis, V. R. & MacDougall, G. (2007). Reading to learn science as an active process: using learning cycles in the classroom can actively engage students in thinking, talking, reading, and writing about science. Science Teacher, 74 (5)  Roe, B, Stood-hill, B, & Burns, P. (2011). Secondary School Literacy Instruction. Belmont, CA: Wadsworth.