IMPLEMENTING SELF-REGULATION STRATEGIES IN MATH TO PROMOTE INTRINSIC MOTIVATION AND SELF-EFFICACY GROWTH IN 8TH GRADE STUDENTS

Grant Stephenson, M.S.Ed.

Yojanna Cuenca-Carlino, Ph.D.

TEACHER PARTICIPATING IN RESEARCH

Grant Stephenson M.S.Ed. Secondary math and history undergraduate

degree. Currently teaching 8th grade math

Interest in special education led to pursuing my current master’s degree from Illinois State University.

I am NOT an expert! I just wanted to share my research. I hope it is helpful.

A VIDEO?

Or 2..

AGENDA

Research study used to guide implication Background Research questions Overview

SRSD Stages Specific Lessons

Data Measurements Results Teaching a Lesson Implications for Practice

What I learned as an educator and why I feel it is important

BACKGROUND/ LITERATURE REVIEW

Math and CCSS

• Only 34% and 27% of fourth and eighth grade students respectively are proficient in math.

• Students with learning disabilities have difficulty assessing their ability to solve problems, identify and select appropriate strategies, organize information, monitor problem solving processes, evaluate problems for accuracy, and generalize strategies to appropriate situations (Miller & Mercer, 1997).

SRSD •SRSD involves six basic stages of instruction that include (a) developing and activating background knowledge; (b) discussing the strategy including benefits and expectations; (c) cognitive modeling of the strategy; (d) memorization of the strategy; (e) collaborative support of the strategy; and (f) independent practice (Lienemann & Reid, 2006).

BACKGROUND/ LITERATURE REVIEW

Math and CCSS

•One way to assist students with learning disabilities with the shift to more content-focused classes is to provide them with effective and efficient learning strategies.

SRSD •During instruction, students are taught to self-regulate their learning by setting goals, self-instructing, self-monitoring, and self-reinforcing •To date, the majority of SRSD research has sought to improve the writing process of students with LD and emotional and behavioral disorders, but it has been used in mathematics on a select number of times.

RESEARCH QUESTIONS

To what extent does the SRSD model of instruction improve students at-risk for mathematical difficulties or identified with a LD, computational skills and accuracy on grade level multi-step equations?

Would students be able to maintain gains after instruction is provided?

To what extent was the intervention provided with fidelity by the classroom teacher after training was provided?

Would student’s self-efficacy improve as a result of instruction?

How do students perceive the effectiveness of SRSD instruction?

RESEARCH OVERVIEW

Self-Regulated Strategy Development Instruction to Solve Multi-step

Equations for Middle School Students with Learning Disabilities or Identified

At-Risk

A multiple probe across

participants design

6 middle school students both with and without learning disabilities.

5 females1 males

Part of school’s RtI program

Classroom Teacher

Research team: one professors, 2

undergrad students, one graduate student

Instruction was provided during

the student’s tier 2 math intervention

Three groups of students1- N=22- N= 23- N= 2

DATA MEASUREMENTS

Equation Probe Assessed on percentage correct Baseline, post, maintenance

Self-Efficacy Survey Given during baseline and post intervention.

Student Interviews Only given during post intervention.

Equation Probe

Self-Efficacy Measure

“SELF-REGULATED STRATEGY DEVELOPMENT”

•Increase background knowledge•Sign the contract•Discuss self-determination•Discuss solving equations•Discuss terminology associated with equations

SRSD : Stage 1Develop

background knowledge

• Introduce DCMCR• “Don’t Catch My Cat Whiskers”• Introduced visual aid to show mnemonic with

the equations

SRSD: Stage 2

Discuss the strategy

• Discuss self-statements and write self-statements• Observe the teacher modeling how to work through the

mnemonic• Learn about the checklist to use for solving equations• Introduce self-monitoring sheet

SRSD-Stage 3 Modeling the

strategy

•Practice memorizing the strategy

SRSD- Stage 4Memorize the

strategy

•Longest of the stages, student practice solving equations with the guide of the teacher•Students use self-statements and self-monitoring sheets throughout these stages

SRSD- Stage 5Guided practice

SRSD- Stage 6Independent

PracticeStudents require little or no support while solving

equationsStudents remain on this

stage until they successfully solve all equation

consistentlyChecklist and other materials

are not usedessays

SRSD-STAGE 1“DEVELOP BACKGROUND KNOWLEDGE”

Discuss relevant information and background

BACKGROUND KNOWLEDGE FOR SOLVING EQUATIONS

Purpose of solving an equation and how to check an equation

Terminology Variables, constant, coefficient, etc.

Distributive Property Combine Like Terms Inverse Operations

Stu

den

t Con

tract

STAGE 2 – “DISCUSS IT”

Introduce and discuss the mnemonic created “Don’t Catch My Cat Whiskers” Don’t = Distribute Catch = Combine Like Terms

But Remember! “Pick the vine and never trip and ultimately intelligent oranges impress old shoes.

My = Multiply or Divide Cat = Check Whiskers = Way to go you are done!

LET’S PUT IT TOGETHER THROUGH AN EXAMPLE (SRSD – 3 MODEL)3(x + 2) + 2x = 3x + 14

DCMCW

Distribute 3(x + 2) + 2x = 3x + 14

3x + 6 + 2x = 3x + 14

*During stage 1 of instruction, the distributive property was reviewed and practiced. This was not the first time students were introduced to this property.

DCMCW“CATCH” OR COMBINE LIKE TERMS

There are two parts to this step. Like terms on the SAME SIDE Like terms on OPPOSITE SIDES

3x + 6 + 2x = 3x + 14

5x + 6 = 3x + 14

2x = 8

SAME SIDE (Pick the vine

and never trip)

OPPOSITE SIDES (Ultimately intelligent

oranges impress old shoes)

DCMCW – “MULTIPLY/ DIVIDE”

2x = 8

X = 4

DCMCR – ‘CHECK”

x = 4 Substitute the solutions in for the variables.3(x + 2) + 2x = 3x + 143(4 + 2) + 2(4) = 3(4) + 14

3(6) + 8 = 12 + 14

18 + 8 = 12 + 14

26 = 26 (It checks out!!)

DCMCW

Way to go you are done!!

STAGE 4

Memorize it Students spend a couple of days practicing

memorizing the mnemonic itself We used flash cards to help with this stage

STAGE 5 – GUIDED PRACTICE

STAGE 6 – INDEPENDENT PRACTICE

Students continue to self-monitor their work However, in this stage, students are working

without the visual aid and checklist Students continue on this stage until mastery

is complete

RESULTS

Overall, students math performance and self-efficacy increased significantly.

Motivation increased slightly, but the gains were not as significant as in the equations and self-efficacy data.

Also, maintenance data suggests that the strategy helped with the retention of equation solving.

So, what did this mean for me? Although the data was not exactly aligned to my

predetermined goals, I still felt as though many valuable lessons were learned.

DI SRSD

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Baseline Postinstruction

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IMPLICATIONS FOR PRACTICE

Stage 1“Develop Background”

Stage 2“Discuss Strategy”

Important to develop background in any subject.

Students need to know and understand the background to anything they are learning.

Understanding the background can help the students to better understand “Why” things happen in math.

Developing a strategy to help students process their thinking can be very students to check their progress themselves, which results in increased self-efficacy.

Developing a specific strategy can also promote self-regulation through a certain skill.

Student-created mnemonic?

SRSD stages Implications

IMPLICATIONS FOR PRACTICE

Stage 3“Model it”

Stage 4“Memorize it”

For any student, modeling is key! Students need to see what they

are expected to do, how to think, and what questions to ask themselves.

At first I thought using a script was difficulty, but later found that it really made me focus on the specifics of my modeling.

If a strategy is created, it is useless unless the students remember it.

Students need time. It is not helpful to students if you move on without them fully understanding what they are expected to do.

SRSD stages Implications

IMPLICATIONS FOR PRACTICE

Stage 5”Guided Practice”

Stage 6“Independent Practice”

To prevent incorrect application of a skill, guided practice is important.

This is also a great opportunity to provide positive support, which will then increase student self-efficacy.

Providing enough time to practice on their own is important for student growth.

As teachers, we are not really able to view what has been learned until the students work completely on their own.

Like with the checklist and self-monitoring sheets used, providing students with opportunities to reflect and record results is important for self-regulation.

SRSD stages Implications

Implications

SRSD can be an effective solution for implementing self-regulation to students both with and with out learning disabilities.

I think the process of breaking down a long processed problem into smaller pieces is what really helps makes this successful.

Even if not fully implemented, different concepts of SRSD can be adapted to fit many different lessons and many different skills.

Writing is most often associated with SRSD strategies. Writing involves a process and so does solving equations. I believe that SRSD could be applied to many different skills that require a process completion.

APPLICATION IN MY OWN CLASSROOM

Recently, I taught an equation unit to my four 8th grade math classes.

Spent much more time “developing background knowledge” than I have ever done in the past.

Didn’t use the exact mnemonic, but focused heavily on developing patterns in their work.

Consistent guided practice, followed by independent practice.

Provided many opportunities to “self-check” and “regulate their own progress” to work on those self-regulation skills as well.

Implementing the SRSD components, although not exactly as intended, has also proved beneficial to my students this year.

QUESTIONS?

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