Using+Self+Monitoring

= Using Self Monitoring =

Strategies based on self-regulated learning allow students to choose their own learning goals, as well as develop and execute action plans related to these goals. Self-regulated learning is a result of a student’s motivation, preferred method for learning, use of time, as well as the influence of other individuals in the environment. Self-regulated learners employ a series of metacognitive processes, which include self-observation, self-evaluation, and self-reaction. Each of these processes is based on a set of skills including: goal setting, positive self-talk, and self-reinforcement. Many of the strategies in this section can also be found in the section titled Tracking and Measuring Behavior.

No Tech Tools and Strategies
> than simply offering praise, a teacher should discuss both the strengths and weaknesses of a project or assignment > with students. In addition, teachers can create opportunities for students to practice self-evaluation on a daily basis. For instance, after giving a pre-test on spelling words, a teacher could provide students with an opportunity to check their own > work. The teacher could also support students in evaluating their performance by providing them with a predetermined key or legend. By using such a tool, students could assess their own progress and begin to think about how they can alter their behavior to meet their goals. > Teachers can support the development of selfreaction skills by guiding students to generate steps to improve learning or > alter habits for increased success. The three strategies together could be charted by the student as follows:
 * Teach students **self-observation** - Students who monitor progress towards individual goals engage in a process called self-observation which is the process by which a student monitors his progress towards goal pursuits and includes reporting or recording his progress, both of which have been found to impact personal factors such as self-efficacy (Zimmerman, 1989). In order to develop self observation skills, students need to be clear about performance expectations. For example, rubrics and sample projects provide concrete examples. Once students are clear about the teacher’s expectations, they can identify their own learning goals. For example, a student might identify receiving a high grade on an assignment as a learning goal. Next, the student could explicitly define the necessary steps that lead to goal attainment. Some students will not be able to identify the appropriate steps leading to goal attainment and will therefore require support from their teachers to do so. A list of questions that students can ask themselves to identify steps leading to goal attainment are:
 * What is the assignment or project I am working on?
 * What score or grade do I want to receive on the assignment or project?
 * What are the teacher’s expectations for this assignment or project?
 * What steps do I need to take to receive that score or grade?
 * Do I need help to complete any of the steps? If so, who can help me and what do I need?
 * When and how will I measure progress towards my goal?
 * What steps will I take if it is difficult for me to reach my goal?
 * How will I know when I have achieved my goal?
 * What will I do if it is difficult for me to reach my goal?
 * How will I celebrate my achievement?
 * Teach students **self-evaluation** - This requires students to assess their growth and determine whether they are progressing, staying the same, or moving further away from their goals. Self-evaluation requires insight on the part of the student. Teachers can help students develop insight by providing honest and constructive feedback. For example, rather
 * After students evaluate their progress towards goal completion, they engage in a process called **self-reaction**. Self-reaction allows students to problem solve and brainstorm potential strategies to meet their goals or further enhance goal achievement. Individuals who use self-reaction strategies aim to “optimize their specific learning responses… enhance their personal processes during learning…or seek to improve the learning environment” (Zimmerman, 1989, p. 334).


 * Talk with your occupational therapist about the Alert Program: How Does Your Engine Run? This program supports children, teachers, parents, and therapists to choose appropriate strategies to change or maintain states of alertness. It was intended for children with attention and learning difficulties, ages 8-12, but it has been adapted for preschool through adult and for a variety of disabilities. If children are intellectually challenged or developmentally younger than the age of eight, the program's concepts can be utilized by staff to develop sensory diets (Wilbarger & Wilbarger, 1991) to enhance learning.

Light Tech Tools and Strategies

 * use paper-based charting systems available for free download
 * polyxo
 * Columbia County Schools
 * VerbalBehavior Wiki

Mid Tech Tools and Strategies

 * **Stop Watch or Timer** - There is an array of stop-watches and timers that may be used during tasks that require an understanding of the passage of time and the ability to complete tasks within assigned time intervals. For the student, a timer can relieve the burden of having to deal with time management, thus allowing him or her to focus more directly on the academic task at hand. Awareness of inefficiencies in managing one’s time can minimize the possibility of frustrations arising, and a stop watch allows individuals to focus their energy on the assigned task while having a constant visual ‘prompt’ or ‘cue’ regarding the passage of time. Be aware that you don't want any tool that would potentially draw unnecessary attention to the student.
 * Time Timer: A Time Timer or other visual timer may be used to let the student know how much time is remaining. This is especially helpful if the student does not like the task very well or is eager for the next task.
 * WatchMinder: This special wristwatch is a reminder device to help in a variety of ways. It has a silent vibrator alarm system (similar to that of a common pager), an eight-character display for messages, 16 daily alarm settings, as well as training and reminder modes. It can be preset with specific behavioral reminders for certain activities or times of day when the student typically has difficulties. The entire day can be programmed with numerous messages [[image:AP_VisualTimerLG.jpg width="140" height="105" align="right" caption="AP_VisualTimerLG.jpg"]]displayed at the appropriate times.
 * Visual Timer- You set the timer by turning a dial to the desired number of minutes. The time you set shows up in red and as time counts down, the red goes away. There are several versions to choose from, including one for the computer, one that has an audible“beep” at the end of the timer and one without a beep.

High Tech Tools and Strategies

 * A variety of **"smart" devices** are currently available that enable a range of monitoring strategies for numerous classroom behaviors. These hand-held devices can be programmed with a series of questions related to the performance of a specific academic task, coupled with feedback to the student who responds to the question. For example, a Palm Pixi or iPod Touch (all "smart" devices have apps to download for monitoring and measuring behavior) device could be programmed to present a series of steps to the student for completion of a classroom assignment. In each step, the student would
 * receive information regarding what was required,
 * be prompted to get additional information if there were questions,
 * input information/data regarding his/her performance of the task,
 * receive textual and auditory feedback regarding completion of the task, and
 * present the student with a record of his/her performance for that assignment and compare it to performance over time.
 * **Apps**
 * Behavior Tracker Pro for iPhone/Touch, Blackberry, Android
 * Tallymander iPhone/Touch
 * TallyCount iPhone/Touch
 * **Get Em On Task** - Teach students to self-manage their behavior with this easy-to-use computer cueing program. Allows teachers to create a signal system to help students monitor their own behavior. The system can be used for one student or a group and supports any positive reinforcement or self-management program. ($)
 * **Microsoft Exce**l - teachers can create spreadsheets that allow students to enter performance data as it is obtained, and have charts or graphs displayed immediately, such that, student progress can be visually presented. A student would be able to measure his/her behavior while completing academic tasks.
 * **KidTools Support System (KTSS)** - The KidTools Support System (KTSS) is a federally-funded project to provide performance support software for children, ages 7-13, who have learning disabilities and/or emotional and behavioral problems. The KTSS software includes a library of tools provided as easy-to-use templates for children to personalize and use independently in school and home settings. The KidTools program includes template tools to assist children in self-management, problem solving, and making plans and contracts. KidSkills includes organizational and planning tools and a variety of learning strategies. Accompanying databases for adults, Tool Resources and Skill Resources, provide tool overviews, examples of completed tools, and tips for implementation. Software is presently available in CD format and in downloadable versions from this web site. Orientation materials, practice activities, implementation videos, discussion lists, and user supports are provided for adults who assist children in learning and using these tools.