1. Make a Group of People Who Teach a Similar Subject/Grade

2. Owning Our Learning

3. Share Our Experiences 1. This is what happened in my class or my plans 2. This is what I am learning from my group 3.Troubles I see with group learning

4. Top 10 Troubles with Group Learning A classroom filled with ELLs comforatble speaking even in small group Making sure all students are participating – work equity – not just smarter or more motivated kids **** accountability Teacher or student sticking to routines Purposeful grouping ** versus attendance Mangage student behavior Some students want to work by themselves When is the best time and what is the best topic Teacher accountability – letting administrator know Room and the number of people and time of the period Timing of period – and timing within the year Good endings and transitions in and out of group learning Obtaining measurable sustainable outcomes

5. How can we motivate students and encourage them to pursue their own learning? I can: promote self-regulation and student motivation. differentiate instruction while teaching students how to effectively use their peers as resources for learning.

6. Agenda 1.Group Learning Review, Goals for Today 2.Things we think we know and wonder 3.Self-Regulation in Theory 4.Self-Regulation in Practice 5.Your next steps with Self-Regulation 6.Rubrics 7.Online next week

7. Track Your Learning Self-Regulation

8. Revisit the T-chart /Box as your learn. Check things that are confirmed. Cross out things that you no longer think. Question things that you would like to find out more about. Add new ideas.

9. Plan When will I start working? Where will I work? How will I work? What do I need to know or do to get this done? What does the teacher want me to do? What do I want to learn? Monitor Am I accomplishing what I hoped to? Am I being distracted? Is this taking more time than I thought? Am I understanding everything I need to understand? Control I don’t think I’m getting this: What should I do differently? What can I do to keep on task? How can I encourage myself to get this done? Reflect Did I accomplish everything I had hoped to? Did I do well? Did I do poorly? Why? What worked? What didn’t work? What should I do differently next time? Phases of Self-regulation

11. Track Your Learning Self-Regulation

12. Revisit the T-chart /Box as your learn. Check things that are confirmed. Cross out things that you no longer think. Question things that you would like to find out more about. Add new ideas.

13. Self-regulation Plan Monitor Reflect Control

17. Self- regulation Plan Monitor Reflect Control

18. Self-regulation StandardQ #: Poin ts Cumula tive Fractio n %Mastery Calculations A.N.4 Understand and use scientific notation to compute products and quotients of numbers 7 /2 /4 Yes! Almost Need to Practice 12 /2 13 /2 15 /3 A.A.12 Multiply and divide monomial expressions with a common base, using the properties of exponents 1/2 /6 Yes! Almost Need to Practice 8/2 9 2 14/2 4

19. Setbacks and Solutions

20. Self-regulation Plan Monitor Reflect Control

21. Plan Monitor Reflect Control

22. Effective self-regulation helps students to: Find value in goals Understand action steps Evaluate and monitor progress Learn from learning to set new goals

23. Reflect on your learning about self-regulation. Write one change in your thinking using the prompts below. I used to think... Now I think... So next I will...