High school curriculum: Self-regulation for the secondary student

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Content Running head: SELF-REGULATION FOR THE SECONDARY STUDENT
HIGH SCHOOL CURRICULUM: SELF-REGULATION FOR THE SECONDARY STUDENT
by
Gladys Velazquez
______________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2018
Copyright 2018 Gladys Velazquez
SELF-REGULATION FOR THE SECONDARY STUDENT
Acknowledgements
She is clothed with strength & dignity and she laughs without fear of the future. ~Proverbs 31:25
This doctoral degree became reality with the unconditional support and full consent of
my loving girls. I moved towards achieving my life-long dream with the confidence of having
you both by my side as partners. Sabrina and Samantha, you may not fully grasp the significance
of our late nights and weekends doing homework together; moments I will forever cherish. You
are fine young women who inspire me to be my best self. Thank you for being my drive and
companions in life. I am blessed to be your momma. You are my strength and dignity.
Momma and poppa, I love and admire you both. Please know that the sacrifices you have
made in leaving your homeland and loved ones behind to provide your family with limitless
opportunities is acknowledged and valued every day. You model persistence and grace in the
face of life’s turbulence while demonstrating gratitude for our blessings. Because of you, I laugh
without fear of the future. Jenny, Kathy & Cindy- I love you more each day for your quiet
presence, unconditional support, & understanding while I became almost invisible in your lives
during the doctoral program. Los quiero hasta penjamo!
To my unbiological brothers & sisters: my Lynwood peeps and Cari & Ebony. You were
the most neglected during this leg of my journey yet each time I called on you, you didn’t
hesitate to bless me with your harmony. This experience confirmed my tribe & I love you hard.
I’ve grown up at Downey High. I have formed many bonds at Downey since I was 19
years old- as an instructional assistant, a teacher, and now an administrator. I am thankful for
our friendships. You’ve been my loudest cheerleaders; continuously encouraging my personal
ii
SELF-REGULATION FOR THE SECONDARY STUDENT
and professional growth. No matter where life takes me, Downey High will always have a
special place in my heart for its major role in who I am. Tom Houts, our fearless leader, I
wholeheartedly thank you for seeing my potential, granting me opportunities, and demonstrating
kindness during times of uncertainty in my life.
Dr. Roxane Fuentes, I am grateful to call you my mentor and friend. Your passion for
quality education, your wisdom and accessibility has been invaluable through my doctoral and
professional journey. Gracias. You are an inspiration for all Latinas.
While at USC, I was blessed with new friendships. Dr. Sarai- you were my initial partner
in crime and I appreciate the loving energy you bring to the table no matter the struggle. Drs.
Brooke, Ahoba, Andrea, Alana, Wendolyn & Melissa- your own ambitions, resourcefulness,
support, and encouragement in this shared experience stimulated my motivation. Especially in
those moments of exhaustion. Comadres por siempre. May we continue to have girls’ night for
many years to come!
I wish to sincerely express my gratitude to my Committee Chair, Dr. Kenneth Yates. The
enthusiasm and passion you deliver for high standards in education is invigorating. Your
wisdom, expertise, accessibility,y and patience are unparalleled. Not only do you teach
motivation and learner-centered instruction, you model it as well. You have provided me with
individualized guidance through the development of this capstone and created a pleasant growth
experience. In addition, a thank you to Dr. Lundeen and Dr. Hirabayashi, my committee
members, for your resourcefulness and progressive guidance in this dissertation and curriculum
development process.
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SELF-REGULATION FOR THE SECONDARY STUDENT
Table of Contents
List of Tables v
Abstract vi
Chapter One: Introduction 1
Organizational Problem of Practice 1
Instructional Needs Assessment 5
Definitions 8
Chapter Two: Review of the Literature 1 2
The Curriculum 12
Approaches to the Curriculum Design 3 8
Chapter Three: The Learners and Learning Context 4 6
Learner Profile 4 6
Description of the Learning Environment 49
Chapter Four: The Curriculum 52
Overall Curriculum Goal, Outcomes and Summative Assessment 5 2
Cognitive Task Analysis (Information Processing Analysis) 5 3
Description of Specific Learning Activities 5 5
Delivery Media Selection 6 8
Chapter Five: Implementation and Evaluation Plan 7 3
Implementation of the Course 7 3
Implementation of the Evaluation Plan 7 3
Conclusion to the Curriculum Design 8 4
References 8 5
Appendix 96
iv
SELF-REGULATION FOR THE SECONDARY STUDENT
v
List of Tables
Table 1 KUSD Ninth Grade Student Data
Table 2 Sequence of Self-Regulation for the Secondary Student
Table 3 Curriculum Scope and Sequence
Table 4 Key Considerations in Choosing Media
Table 5 Outcomes, Metrics, and Methods for External and Internal Outcomes
Table 6 Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Table 7 Required Drivers to Support Critical Behaviors
Table 8 Evaluation of the Components of Learning for the Program
Table 9 Components to Measure Reactions to the Program
SELF-REGULATION FOR THE SECONDARY STUDENT vi
Abstract
Ninth graders experience many significant physiological and cognitive changes as they transition
to high school that impact their development and academic performance. As a result, these
students often are not prepared for the transition to high school and the demand for more self-
regulated learning. Statistically, ninth graders have the lowest grade point average, most missed
classes and majority of failing grades. The purpose of this curriculum is to provide high school
freshmen the fundamental knowledge and tools for making proactive decisions that will promote
academic and personal growth. The course uses social cognitive theory as the theoretical
approach that is learner-centered and designed to enhance metacognition and self-
regulation. The goal of this 14-week, 11-unit course is to teach self-regulation to general
education ninth grade students who demonstrate a need for learning to be learners and who
struggle academically, emotionally and with managing behaviors. Students demonstrate their
learning through planning, self-monitoring and reflection to foster a growth mindset.
Instructional practices rely on the association of new knowledge to students’ experiences and
real-world applicability to encourage transfer of skills. The Kirkpatrick Model of Evaluation is
embedded through all phases of the course and post-course to maintain alignment to the desired
outcomes. Ultimately, this course may service as a model to support all students who are at
critical junctures of the personal and academic growth to put them on the path for career and
college success.
SELF-REGULATION FOR THE SECONDARY STUDENT 1
CHAPTER ONE: INTRODUCTION
Organizational Problem of Practice
Kennedy Unified School District (a pseudonym; KUSD) is a K-12 public unified school
district located in southeast Los Angeles County. The mission of KUSD explains its
commitment to developing all students to be self-motivated learners and productive, responsible
and compassionate members of an ever-changing global society. The highly qualified staff (i.e.,
fully credentialed in the content area they are teaching), foster meaningful relationships with
students, parents, and the community while providing a relevant and rigorous curriculum in
facilities that advance teaching and learning.
There is a need at KUSD for a program and support to prepare students to transition to
the next level, such as transition from middle school to high school. KUSD is equipped with
many support programs and services to support student success at each school level. The district
currently holds one parent workshop a year to improve transition for district students. However,
there is a need for student intervention to ease student transition from middle school to high
school with the intention to minimize 9th grade shock (Pharris-Ciurej, Hirshman, & Willhoft,
2012).
When students are not adequately prepared for the transition to high school, students
display their stress in various forms; acting out resulting in behavioral referrals, avoidance
demonstrated by high absenteeism, and failing grades (Hazel, Pfaff, Albanes, & Gallagher, 2014;
Willens, 2013). Incoming freshmen, newly transitioned to high school, who demonstrate
behavior (i.e. three or more behavior entries or disciplinary referrals to administration), and
academic challenges (i.e. three or more Fs in one semester) are more likely to have a high failure
rate, when compared to their freshmen peers who do not have a history of behavior or academic
SELF-REGULATION FOR THE SECONDARY STUDENT 2
challenges. These challenges set them back from successfully meeting high school graduation
requirements (Fall and Roberts, 2012; Pharris-Ciurej, Hirshman and Willhoft, 2012).
The transition from middle school to high school is a difficult one. Without the
successful adaption from middle school to high school, students will suffer academically and
emotionally (Fall & Roberts, 2012; McCallumore & Megan, 2010). Teaching self-regulation
(SR) to students will help ameliorate this difficult transition. Zimmerman (2000) defines SR as a
process in which learners self-generate logic, exert emotion-control and display behaviors that
lead to goal attainment. According to Zimmerman and Campillo (2003), self-regulation skills
can be taught in a course that teaches the phases and subphases of self-regulation, such as:
forethought phase (task analysis, self-motivation beliefs) performance phase (self-control, self-
observation) and self-reflective phase (self-judgment, self-reaction). In the absence of self-
regulation, students are more likely to suffer academically, have discipline problems and high
absenteeism, ultimately, drop-out of school.
Organizational goal. The goal for KUSD is to enable students to graduate with a 21st
Century education that ensures they are college and career ready, globally competitive and
citizens of strong character. The district’s goal was collaboratively created by stakeholder
representatives inclusive of the board, district and site level administrators, teachers, students,
parents, and community. The process of developing the goal was completed in a series of
meetings with district stakeholders focusing on this single task. Grade level passage rates are
used to gauge students’ annual progress towards the goal of graduation. Graduation rates
measure the school’s and district’s ability in meeting student needs to influence students’ goals.
Dropout rates measure the failure on the part of all stakeholders to achieve the district’s goal.
SELF-REGULATION FOR THE SECONDARY STUDENT 3
As such, KUSD has established a near-term goal of creating a student support program to
facilitate the transition from middle school to high school.
Evidence of the Problem of Practice
Without such a student support program, student behavior concerns, irregular
attendance and low or failing grades affect their academic achievement. Evidence of the
district’s goal is demonstrated with ninth grade data through behavior records, attendance rates
and semester grades. The following table demonstrates the academic behaviors of ninth graders
during the 2015-16 school year for both KUSD and Kennedy High School. Table 1 lists the total
student population, number of suspensions, number of students who were absent at least 3 full
days without an excuse (truant) and the number of students who failed at least 3 semester classes.
Table 1
KUSD Ninth Grade Student Data
Total
#
Suspended
3+ Full Day Unexcused Absences
(Truant) Failed 3+
Classes
KUSD 2,027 97 (5%) 319 (16%) 276 (14%)
Kennedy
HS
1,142 63 (7%) 254 (22%) 172 (15%)
Willens (2013) states that youth are entering ninth grade with the usual anxiety of starting
high school and rely on poor decision-making skills. Looking at ninth grade statistics, ninth
graders have the lowest grade point average, most missed classes and majority of failing grades
(McCallumore, 2010). As a result, incoming freshmen, in general, do not seem to be prepared
for the transition to high school or practice self-regulated learning for a successful high school
experience. Currently, the district’s graduation rate is 96%, with a dropout rate of 4%. The
SELF-REGULATION FOR THE SECONDARY STUDENT 4
United States’ dropout rate in 2014 was 6.5% (Digest of Education Statistics, 2015). Though the
dropout rate has steadily declined, there is a need for a course to reach the remaining 6.5%
nationwide and 4% within this district. KUSD’s 4% is below the national dropout average but
equals to 90 students not graduating with their class. This curriculum aims to improve the self-
regulatory practices of that 4% of students to successfully meet their graduation requirements.
Importance of the Problem
It is important to prepare students for their transition to high school, but it is essential that
we focus on behavior and academically challenged youth. According to the American
Psychological Association, Coalition for Psychology in Schools and Education (2015), students
who are able to self-regulate and demonstrate metacognitive skills will be better able to transition
to the more independent high school setting. The more prepared ninth grade students are to meet
the demands of high school, the less likely students are to lose instructional minutes due to
behavior referrals and absenteeism. Coelho and Romão (2017) explains that there is a decline in
academic self-concept that is attributed to students’ perception of their competence in a new
more rigorous environment. Self-esteem decreases immediately following transition to high
school most likely due to new routines and academic demands. A self-regulated student
demonstrates metacognitive awareness. Students who have metacognitive awareness
demonstrate improved decision-making skills and academic performance through stable
attendance, proactive behavior and successful course performance (Willens, 2013).
Self-regulated students also demonstrate motivation and self-regulatory behaviors by
setting and achieving their goals, knowing how and when to use learning strategies that support
their learning, and by passing all their courses, which minimizes negative behaviors and
improves school performance. Students apply these skills for the rest of their academic career to
SELF-REGULATION FOR THE SECONDARY STUDENT 5
successfully meet their learning goals and are better prepared for a successful high school
journey that promotes lifelong learning (Deans for Impact, 2015). Behavior and academically
challenged students are not adequately prepared with the essential skills of self-regulation, the
risk is that they will suffer academically and increase the risk of dropping out of high school
(Fall & Roberts, 2012; Pharris-Ciurej, Hirshman & Willhoft, 2012).
Instructional Needs Assessment
An innovation-based needs assessment was conducted to determine that there is a need
for a course that specifically teaches self-regulation skills combined with emotion-control
(Pekrun, Goetz, Titz & Perry, 2002) to ninth-grade students who are making poor behavior and
academic choices leading to a deficiency in graduation credits. The innovation model is a
process that examines changes or innovation in the educational system to determine the need for
new goals (Smith & Ragan, 2005) . In this case, the innovation model examines the educational
system to ascertain the demand for added curriculum to accommodate student middle to high
school transition needs based on several criteria.
Determining the Nature of the Innovation
This innovation will be driven by self-regulation frameworks with appropriate supports
for social-emotional development of students to improve academic and career outcomes. In his
seminal work, Maslow (1943) identifies a hierarchy of needs that must be met before an
individual has the potential of reaching self-actualization. By granting a holistic approach to
education, students will be stimulated to reach self-actualization. Once students’ basic needs are
recognized and addressed, self-regulation skills that include emotion-control can be taught,
implemented and transferred to meet goals set in various areas of life as described by
Zimmerman and Campillo (2003).
SELF-REGULATION FOR THE SECONDARY STUDENT 6
In 2015, the district updated their mission statement to address the needs of the whole
child. This new mission statement aims to ensure students’ individual basic needs are adequately
met through referrals to community resources, in addition to providing quality student academic,
social-emotional, health programs and career opportunities to be productive adults.
Goals That Accompany This Innovation
This course will be expected to improve students’ self-regulation (emotions, behaviors,
and academic performance) and positively impact their learning and academic outcomes.
Students will understand that they are agents of change in their own academic experience. A
course that teaches self-regulation would pointedly address the six components of academic self-
regulation: motivation, methods of learning, use of time, physical environment, social
environment and monitoring performance (Zimmerman & Risemberg, 1997) plus emotion-
control (Mauss, Evers, Wilhelm, & Gross, 2006).
Appropriateness and Priority of the Goal
In an effort to meet the district’s goal of meeting the needs of all students, this course will
address the self-regulation and emotion-control needs of ninth-graders who are often referred to
the dean’s office due to disruptive behaviors in or outside the classroom, especially those
accompanied by high absenteeism, and/or failing two or more classes. Extant data will be
collected and analyzed to determine the range of knowledge and skills of learners as well as the
population to be served in this course. Behavior referrals for ninth graders will be analyzed to
determine the range of behaviors to be addressed in this course. Ninth-grade semester grades will
be analyzed to identify content areas that need most support from this course. Semester grades
and quantity of behavior entries will aid in identifying students who would benefit from
SELF-REGULATION FOR THE SECONDARY STUDENT 7
completing this course. This data will be collected on a quarterly basis to determine student
progress and as a tool for formative assessment that will drive the evolution of the course.
The district has the resources available to adequately implement and sustain the new
course. The course’s goal is aligned to the district’s mission and will be supported by vested
district stakeholders, including the board, district and site administrators, community, parents
and students. Moreover, the new course is needed to further decrease the dropout rate by meeting
the needs our high school students.
Curriculum Description and Purpose
The purpose of the curriculum is to provide ninth grade students with the
fundamental knowledge and tools to making proactive decisions that will promote personal
growth in all areas of their life. Curriculum will include foundations of self-regulation to
improve motivation, emotion management and metacognition. Students will acknowledge their
own locus of control and apply valued behaviors to promote the successful completion of a high
school diploma from a comprehensive high school. Students will apply the phases and subphases
of self-regulation, such as: forethought phase (task analysis, self-motivation beliefs) performance
phase (self-control, self-observation) and self-reflective phase (self-judgment, self-reaction)
(Zimmerman & Campillo, 2003) to reach their own academic goals. Students will also learn and
practice emotion-control strategies (Gross, 2015) to support the achievement of their academic
goals.
Curriculum Goal, Outcomes and Capstone Assessment
The goal of this course is to improve ninth grade students’ academic self-regulation and
emotion-management, in particular, students demonstrating behavior and academic challenges
and are falling behind in graduation credits. The capstone or summative assessment will be a
SELF-REGULATION FOR THE SECONDARY STUDENT 8
portfolio of the following: (a) teacher observations of student use of SR and emotion-control
strategies; (b) student journals of self-reports of their application of SR and emotion-control
strategies; and (c) analysis of student transcripts at the start of the course and a comparison
analysis at mid-quarter and quarter intervals as well as at the end of the course to demonstrate
grade advancement and alignment with graduation requirements. The outcome will be
demonstrated in improved grades, better attendance, and decreased behavior referrals for each
student completing the course.
Definitions
The following are key terms that will be defined for the purpose of this curriculum:
a. Agency: The capacity of individuals to independently exert control over our own
thoughts, motivation, and actions (Bandura, 1989).
b. Academic self-regulation: an action-based process that optimizes behavior to master
academic goals (Dinsmore, Alexander, & Loughlin, 2008). Zimmerman and Campillo
(2003) identified three phases with sub-phases of self-regulation: forethought phase (task
analysis, self-motivation beliefs) performance phase (self-control, self-observation) and
self-reflective phase (self-judgment, self-reaction).
c. Academic anxiety: the feeling of concern, nervousness and uneasiness related to
achievement in the school content context (Gogol, Brunner, Martin, Preckel, & Goetz,
2017).
d. Academic self-concept: mental representations of a person’s abilities in academic
subjects, entailing aspects of both self-description and self-evaluation (Gogol, et al.,
2017).
SELF-REGULATION FOR THE SECONDARY STUDENT 9
e. Academic motivation: The amount of effort exerted to make sense of the material to be
learned; to engage in the cognitive processes of selecting, organizing and integration
required for meaningful learning (Mayer, 2011).
f. Emotion-Control or Emotion-Management: the regulation of any component of
emotional response, including experience and expressive behavior (Mauss, et al., 2006).
g. Forethought phase: first phase in a series of three phases in self-regulation. This phase
includes task analysis and self-motivation beliefs; followed by performance and self-
reflective phases (Zimmerman & Campillo, 2003).
h. Mental effort: the number of non-automatic mental elaborations applied to academic
material such as planning, rehearsing, organizing, monitoring, making decisions, solving
problems, and assessing progress (Salomon, 1983).
i. Self-efficacy: Perception of our own competence based on experiences (four principals:
personal and vicarious experiences, verbal persuasion, and emotional state (Bandura,
1977).
j. Self-regulation: Refer to Academic Self-Regulation
k. Metacognition: Conscious awareness of our own cognition processes, active monitoring
and regulation of cognitive processes to reach a desired outcome (Flavell, 1976)
l. Study skills: Competencies associated with acquiring, recording, organizing,
synthesizing, remembering, and using information (Hoover & Patton, 1995).
m. Truant: A student with absences of more than 30 minutes without an excuse at least three
times during a school year (found at http://www.cde.ca.gov/ls/ai/tr/).
n. Maslow’s hierarchy of needs: Basic needs (in order of relevance) that must be met prior
to having the potential to reach self-actualization: physiological, safety, love, esteem, and
SELF-REGULATION FOR THE SECONDARY STUDENT 10
self-actualization (i.e. to become who they are meant to be; satisfied with their life)
(Maslow, 1943).
o. Performance phase: second phase of three self-regulation phases. This phase includes
self-control and self-observation; preceded by the forethought phase and followed by the
self-reflective phase (Zimmerman & Campillo, 2003).
p. Self-reflective phase: the third and final phase of self-regulation that includes self-
judgment and self-reaction; preceded by the forethought and performance phases
(Zimmerman & Campillo, 2003).
Potential Designer Biases
The perceptual lens of the designer is based on 20 years of experience in secondary-level
instruction, classroom management, teaching special-needs populations (special education,
English learners, at-risk), and student discipline. This experience of working with students on
one end of the behavior and academic spectrum may influence the focus to remain on the
extreme end of the behavior and academic range. It is possible to neglect those who may fall in
the middle range of the behavior and academic spectrum who can quickly be at risk of dropping
out of school. It is important to also consider students who may be quietly implosive (i.e.
internalizing behaviors, being passive-aggressive) and usually do not get an educator’s attention
until they are on the verge of dropping out of school. In an effort to minimize designer bias and
be subjective in the creation of this curriculum, research-based findings, theories and strategies
will be implemented.
Organization of the Design Blueprint
Chapter One consists of a discussion about the problem of practice, organizational goal,
needs assessment, description of the curriculum and designer biases. Chapter Two will present
SELF-REGULATION FOR THE SECONDARY STUDENT 11
the reader with a literature review highlighting contributing factors to the problem of practice,
the importance of 9th grade in high school, transition preparation, prior attempts for easing
transition and theoretical approaches in the curriculum design. Chapter Three will discuss
learners and the learning context. Lessons and activities will make up Chapter Four and Chapter
Five will include a discussion of the evaluation process.
SELF-REGULATION FOR THE SECONDARY STUDENT 12
CHAPTER TWO: REVIEW OF THE LITERATURE
The Curriculum
The review of literature is broad in that it encompasses (a) developmental theories that
apply to adolescents; (b) the importance and challenges of ninth grade; (c) the academic,
behavior and attendance-related challenges of high school as well as (d) the significance of
family support in developing students’ self-regulation skills. The literature review is presented in
two segments, with the first segment concluding with an evidence-based discussion of the
content that will frame this curriculum self-regulation development as supported by motivation,
emotion-management and metacognition. The second segment focuses on the overall instruction
design’s theoretical approaches.
General Theoretical Approaches to the Curriculum
The course uses a social cognitive theoretical approach that is learner-centered and
designed to enhance metacognition and self-regulation, developmentally promoted through a
holistic perspective with an emphasis on the importance of ninth grade, as ninth grade is a
determining grade for many students (Black, 2004). An increase in academic rigor, behavior
management, and school attendance are strong influences on the ninth grade experience. During
this phase, students are in transition to becoming autonomous individuals, therefore, finding the
right balance in student-teacher, student-parent and parent-teacher relationships is significant to
students’ performance outcomes (Francis, et al, 2016). The general theoretical approaches
encompass learner-centered instruction in motivation, metacognition, and self-regulation.
Developmental Theories. Adolescence is a developmental phase during which a
multitude of changes occur. In his course textbook, Santrock (2014) discusses various
developmental theories for every stage of life, with some of the theories focused on the
SELF-REGULATION FOR THE SECONDARY STUDENT 13
adolescent evolution. These theories apply to and help shape this curriculum with the intention of
meeting high school students’ needs in real time. Although there are many theories for various
developmental components, only a few will be highlighted here. In Erikson's psychosocial
theory, (Klimstra & Kuppens, 2016), teens attempt to maneuver through this difficult stage to
find their identity, or become fixed in identity confusion (Adolescence, ages 10-20). Piaget
(Blakemore & Choudhury, 2006) discussed cognitive developmental theory where in this final
stage of development, adolescents reason in more abstract, idealistic, and logical ways. (age 11-
adulthood). Vygotsky’s sociocultural cognitive theory (Valle, 2009) emphasizes how culture and
social interaction guide cognitive development. In Bronfenbrenner’s ecological theory
(Bronfenbrenner, 1986), there are five environmental systems: microsystems (family, peers,
school and neighborhood mesosystem (interactions among groups in microsystems that could
affect relationship development); ecosystem (links between social settings in which the
individual does not have direct interaction with); and macrosystem which involves the larger
culture in which one lives in and influences character development. Bronfenbrenner’s theories
provide various perceptions about adolescence and how to improve our understanding of their
needs. Focus is placed on these theories, as it is critical for educators to have this foundation
when facilitating and supporting student learning,
An essential area of knowledge for educators is adolescent brain development. Roaten
(2012) explains that brain development is the primary reason for adolescents’ thought process,
affect and behaviors. Ninety-five percent of brain development occurs in early childhood; with
the second major developmental phase beginning at about 11 years and is best described as
construction. During this phase, synapses formed strengthen behaviors, thoughts, interests, and
abilities. Beliefs in which adolescents engage in and stimulate make the brain more efficient and
SELF-REGULATION FOR THE SECONDARY STUDENT 14
last a lifetime. Unused synapses die as a form of synaptic pruning (Roaten, 2012). The
prefrontal cortex, controls planning, organization, insight, reasoning and is a mood modulator
however it does not mature until approximately 24-25 years of age. In other words, while adults
on the prefrontal cortex to react logically, teens rely on the amygdala which discharges emotions.
Therefore, as Roaten (2012) discusses, when adolescents are confronted with a decision,
adolescents revert to emotions and instinct which oftentimes lead to poor decisions and
emotional responses.
Additional research in the area of neurobiology of the emotional adolescent (Guyer, Silk,
& Nelson, 2016), supports Roaten’s research in that hormonal changes, synapses and pruning of
neural networks directly impact emotions. Adolescents tend to have heightened emotionality
which varies by context. The authors point to three primary connections between
neurobiological and affective development (a) puberty and brain development (neural
connections happening in the brain) initiate dysregulated affect; (b) emotional regulation is a
main goal in adolescence along with social learning, mentalizing, and self-appraisal; and (c)
while maturation is occurring in the brain, affective behavior is intertwined with past social
experiences that interact with neural development and directly impacts current experiences. After
a peak in hyper-emotions, there is a slow emotional maturity; rationalization and self-regulation.
In sum, as the research demonstrates, as ninth graders experience many significant
changes at once, as they transition to high school, they are also undergoing other inevitable
physiological and cognitive changes that impact their development. As educators, it is vital that
transition supports include information for students and parents about the various concurrent
physiological changes and influences to collectively strengthen the understanding and
resourcefulness so as to better meet the needs of ninth graders during this critical time.
SELF-REGULATION FOR THE SECONDARY STUDENT 15
Ninth grade: Essential year of transition. Ninth grade is a critical year of transition in
which a student will develop a strong sense of efficacy and find motivation to work through the
challenges or lose motivation and begin a journey that may be too challenging to recover from.
Morris (1993) identified patterns of aggregate grade-retention rates and identified that a clear
pattern is established once a student is retained at the start of middle school, as it becomes very
likely that the student will also be retained at the beginning of high school. When comparing
each start grade (i.e. 1st grade, 6th/7th grade, and 9th grade), the highest retention is among ninth
graders. Morris’ (1993) study also demonstrated that school size influences social integration and
identity within the school.
Black (2004) also identified ninth grade as a pivotal year, as these students must learn to
navigate a large, often-times impersonal and Darwinian environment. There tends to be a “ninth
grade bulge” in which the incoming ninth graders and the ninth graders who are retained are
combined. Most high schools are not equipped with the adequate support services for ninth
graders and families to obtain guidance in such a large setting. Retention demonstrates that over-
age students are most frequently found within the ninth grade. As a result, due to their inability
to bond, many ninth graders demonstrate irregular attendance and failing grades.
Cohen and Smerdon’s (2009) findings express the continued need for appropriate
support for ninth graders in their transition to high school. Standardized test scores and ninth-
grade dropout rates suggest that students are not prepared for this transition, as ninth graders are
not adequately skilled with coping mechanisms to manage the stress of a demanding social and
academic environment. Retained ninth graders are usually challenged with a double-dose of
English and math courses to catch up while still inadequately supported or prepared to self-
regulate their emotions. While many ninth graders begin to mature physically, their fluid
SELF-REGULATION FOR THE SECONDARY STUDENT 16
reasoning continues to be immature. Pagani, Brière, and Janosz (2017) found that the degree of
fluid reasoning skills at high school transition predict subsequent dropout. Fluid reasoning is the
prerequisite for critical thought and complex problem solving which impacts school engagement,
draws from working memory and supports information processing and information, and; also
affects emotional reasoning. Fluid reasoning is believed to be malleable over time and have a
direct relationship to academic success.
In summary, ninth graders, demonstrate a significant need for support for the social and
academic rigor of high school. The following section will how the academic demands of ninth
grade are significant and unique.
Academic demands. Academic rigor and challenges that come with transitioning to
high school can be overwhelming to some ninth graders if they are unable to adjust of don’t
possess coping skills. Findings by Coelho and Romão (2017) focus on the impact of secondary
school transition on self-concept and self-esteem. The researchers identified a decline in
academic self-concept attributed to students’ changing perception of their competence in a new,
more rigorous environment. A student’s self-esteem decreases immediately following transition
to high school most likely due to new routines and academic demands. In general, student self-
perceptions are strongly impacted due to a re-evaluation of their self-concept and social situation
in a much larger school setting which will influence a learner’s performance and motivation to
set goals.
Shim, Ryan, and Anderson (2008) examined achievement and achievement goals through
highlighting declines in academic performance which occur during (and not in-between) where
students tend to experience academic challenges and uncertainty during the year of transition. In
order to foster academic achievement during this transition year, setting non-competitive peer
SELF-REGULATION FOR THE SECONDARY STUDENT 17
mastery goals to support student achievement by minimizing the impact of an academic
environment that is increasingly competitive with a tendency to influence self-concept. This
study found that when students are adequately prepared they can successfully navigate the
academic challenges of their high school transition year. In turn, if students are not provided
with adequate preparation to access academic support resources, the academic setting becomes a
source of frustration which significantly impacts student academic behaviors.
Behavior challenges and school attendance. When ninth graders have not developed
the mental awareness to resolve their academic challenges and grow in opportunities provided,
frustration may manifest through behavior challenges that may in turn affect attendance leading
to further loss of motivation. Sutherland, Lewis-Palmer, Stichter, and Morgan (2008) examine
the influence of teacher behavior and classroom context on the behavioral and academic
outcomes for students with emotional and behavioral disorders. Their study examined the
bidirectional influence between academic failure and problem behavior. The researchers
determined how teachers implement rules and procedures, and provide a structured and
predictable learning environment, will significantly improves student academic outcomes.
Cheng (2017), supports this research by reporting that student suspensions have a
significant effect on the likelihood of students completing their high school diploma
requirements. This researcher equates suspension to a school absence, with missed school days
correlating to lower test grades and completion of assignments. Therefore, suspensions have a
negative association with graduation rates with a direct impact of at least 2.5% (Cheng, 2017).
This critical data challenges the education system to investigate and implement other means of
correction to address social-emotional needs and promote school attendance..
SELF-REGULATION FOR THE SECONDARY STUDENT 18
St Clair-Thompson, Giles, McGeown, Putwain, Clough, and Perry (2016) found that
mental toughness is essential to successfully transitioning to high school. Mental toughness
includes a set of attributes that allow students to deal effectively with challenges, stressors, and
pressure. The degree of mental toughness influences the degree of a learner’s stress which
impacts academic performance, emotional regulation, school behavior, and
attendance. However, as reported by Roos and Haanpää (2017), the attendance is countered by
decision-making opportunities at school which the effects of transition. Opportunities for
decision-making allow for and promote feelings of connectedness to school and other peers.
Awareness and implementation of agency improves self-esteem and empowers students to
connect to peers which tend to lessen risky behaviors. Decision-making opportunities are
fundamental to improving motivation and relationship-building skills that are crucial to making
connections in a year of transition. (Roos & Haanpää, 2017). It is critical for educators to share
this information with parents so that a collaborative effort to support the learner can be
established.
Researchers Ratelle, Duchesne, and Guay (2017) support St. Clair-Thomas, et. al through
their description of a pattern that predicted school adjustment based on parental behaviors.
According to their findings, students adjust accordingly to meet the demands of school when
parents support student autonomy and are involved and provide structure. Students who also
have a stable connection to school, have desirable social behaviors and tend to have more
positive emotions when parents demonstrate autonomy support, are involved and maintain a
structured environment. Ratelle et. al (2017) found that learners’ perceptions of their parents’
behaviors predict their level of educational adjustment.
SELF-REGULATION FOR THE SECONDARY STUDENT 19
Based upon the literature reviewed, it is critical that educators provide the appropriate
emotional supports for their students long before the transition to high school in order to
optimize connectedness and strengthen student self-concept to better handle the stress that
accompanies their transition to high school. Yearnings of independence characterize early
adolescence, but it is parent engagement that is key to their student’s academic success.
Family support for high school preparation. Throughout adolescence, teens seek
independence from their family, however, the balance of family support, engagement, and school
partnership serve to strengthen student motivation to succeed in high school. At the secondary
level, parent involvement decreases due to barriers which include the view parents hold of their
role in their children’s education; and parent perceptions of their own ability to support their
child to succeed (Hornby & Lafaele, 2011). Hornby and Lafaele (2011) found that when students
are demonstrating difficult behaviors, parents tend to be reluctant to become involved with the
school. The more disruptive the behavior, the less parents are likely to be involved. In addition,
the researchers observed that parents who believe their child’s intelligence is fixed and that
success can be attributed to luck, usually do not see a need to engage with school. However,
Ricard and Pelletier (2016) address how a parent and teacher reciprocal friendship can positively
impact a student’s academic motivation and overall adjustment to school. Their findings
revealed that parent-student, teacher-student, and student-student relationships have a strong
impact on high school completion.
Building further on the role of positive relationships, Francis, Blue-Banning, Haines,
Turnbull, and Gross (2016) investigated parental perspectives on building trusting family–
professional partnerships and found that communication to promote parent involvement should
regard families as experts of their children. In order to promote a sense of belonging, educators
SELF-REGULATION FOR THE SECONDARY STUDENT 20
must maintain an “open door policy” for students and parents and demonstrate care and
commitment to students. School leaders can influence parent efficacy by authentically
encouraging parent beliefs that they have the power to create change, have knowledge that they
can transfer to their children, and that their children will learn from them (Torre & Murphy,
2016). Encouraging capacity among teachers and parents to work as teams to help students learn
and grow will have a positive impact on the culture and optimize learning at the school. When
students have a sense of coherence between the home and school, their collection of coping
strategies multiplies which promotes a shift from external behavior-oriented to internal
cognitively based strategies to stimulate mature behavior and optimize learning (Braun-
Lewensohn, Idan, Lindström, & Margalit, 2017).
Research demonstrates that adolescence is a unique developmental stage in which
numerous cognitive, biological and behavioral processes are being shaped to reach maturity.
When families and schools build a reciprocal relationship that is student-centered, schools can
optimize lifelong student learning outcomes.
The general theoretical approach to the content of the curriculum is learner-centered to
enhance metacognition and self-regulation, developmentally promoted through a holistic
perspective. A learner’s academic success is dependent upon the degree in which they are
socially and emotionally prepared and provided with school and family supports that address the
whole-child to thrive and manage the stress of their transition to ninth grade. A parent
component to the curriculum will serve to encourage the transfer of learned knowledge and
consistent support.
The following section describes the theoretical foundations for a curriculum to teach
ninth graders about motivation, emotion-management, metacognition and self-regulation.
SELF-REGULATION FOR THE SECONDARY STUDENT 21
Content
In implementing this curriculum, it is relevant and critical to have an understanding of the
differences between self-regulation, self-regulated learning, and metacognition (Dinsmore,
Alexander, & Loughlin, 2008). Self-regulation is an action-based process that optimizes
behavior to master goals while self-regulated learning is a specific behavior process that
enhances academic outcomes. Metacognition (internal) manifests in self-regulation (action) and
directly influences the development of self-efficacy when goals are achieved. In other words,
metacognition is the internal process of knowledge of learning.
Each of the following sections will address theory and specific strategies to be
implemented and taught in this curriculum. For the purposes of this curriculum, an academic
lens is applied with the use of the term self-regulation, therefore, self-regulation and self-
regulated learning will be used interchangeably.
Self-regulation. Research demonstrates that self-regulation can be learned and applied
when there are opportunities for repeated practice and teacher corrective-feedback. As an
education specialist, Mayer (2011) emphasizes the importance of developing self-regulated
learners who have both metacognitive awareness and metacognitive control. Awareness, refers to
knowing how one learns and practicing control, as in knowing how to monitor and commanding
one’s learning. Therefore, self-regulated learners understand how they learn and take
responsibility for monitoring and controlling their learning.
Zimmerman (2002), defines self-regulation as a self-directed process to develop
academic skills or performance skills; not a mental ability. His research suggests that self-
regulation involves self-awareness, self-motivation, and behavioral skills to adequately
SELF-REGULATION FOR THE SECONDARY STUDENT 22
implement knowledge. Self-motivation of self-regulated learners is based on underlying beliefs,
perceived efficacy and intrinsic motivation.
According to Zimmerman and Campillo (2003), the development of self-regulated
learning is achievable when instruction encompasses the following three phases: phase 1:
forethought phase (task analysis, self-motivation beliefs); phase 2: performance phase (self-
control, self-observation); and phase 3: self-reflective phase (self-judgment, self-reaction). In
addition, it is vital to incorporate the setting of reasonable, achievable goals to promote problem-
solving performance, improve self-efficacy and increased intrinsic interest beliefs. Students who
shift from process goals to outcomes goals tend to produce higher self-satisfaction levels that
maintain motivation. These findings also indicate that students who received explicit strategies to
problem-solve demonstrate higher levels of self- efficacy, motivation and achievement.
Zimmerman and Risemberg (1997), using a social cognitive lens describe self-regulation
as a proactive process, where, as a form of social learning, one learns from peers, parents, and
teachers. The researchers believe that students are proactive in using specific processes of
metacognition, motivation and behavior to manage their learning.
Nonetheless, educators must be mindful of individual developmental processes and
address student differences in self-regulated learning. (Zimmerman & Martinez-Pons, 1990).
These researchers found that a drop in self-perception competence exists from elementary
through high school, with the most dramatic drop occurring in middle school.
Zimmerman and Kitsantas (1997) explored the development of self-regulation and affirm
that self-regulation relies heavily in the setting and achieving of goals. When learners work on
process goals their acquisition of techniques improve, self-perceptions of progress drive their
self-efficacy and feeds their motivation to continue to mastery. The authors identified that
SELF-REGULATION FOR THE SECONDARY STUDENT 23
teacher feedback has a strong influence on process goal mastery. Once fundamental techniques
are mastered, students benefit from transitioning their goals to learning outcomes. Learning to
apply tools to self-monitor promotes goal attainment. As an example, self-recording is an
effective self-assessment tool for students to self-observe, measure their progress and improves
their motivation to self-regulate.
Clarke (2012) investigates this concept further by providing research on formative
assessment as being essential for self-regulated learning. The research states that formative
assessment promotes self-regulated learning behaviors in the classroom such as planning,
performance and evaluation phases. These learning strategies are accomplished and
strengthened through the use of teacher feedback which can redirect or reinforce direction to goal
mastery s. Clark’s evidence demonstrates that the quicker teachers provide feedback, the better
teachers and students can adjust to optimize learning. The process of formative assessment can
support learning through adulthood by developing strategies that last a lifetime that can be
optimized by applying self-regulation of cognitive and emotional states. Clark’s research
demonstrates that formative assessments with corrective feedback heightens motivation, enriches
reasoning, cultivates metacognitive skills, and can boost performance outcomes. Teacher
feedback intentionally supports student reflection and facilitates the acquisition of self-regulated
learning strategies. Students who are advanced self-regulators will implement metacognitive
strategies that include self-talk, self-evaluation, self-consequencing, and encode to general
internal feedback. Self-regulated learning, therefore, includes a holistic perspective that is social
and involves interpersonal relationships and community. This social aspect promotes a broader
impact on what learners are doing and saying (Clarke. 2012).
SELF-REGULATION FOR THE SECONDARY STUDENT 24
In sum, self- regulated learning can be learned and strengthened with consistent,
immediate, and corrective feedback. Once learned, self-regulation strategies will extend well
beyond the academic setting as it is a set of strategies that encompass internal, external, and
social factors driven by motivation, emotion management, and metacognition.
Motivation theories. Maintaining motivation is fundamental to self-regulation. Schunk,
Meece, and Pintrich (2012) put forth a theory in educational motivation. Their research states
that motivation influences who, what, where and how we learn. Both physical (effort,
persistence) and mental activities (planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress) are components of motivation. Also
identified as critical to motivation is the reciprocal relationship between learning and
performance. Goal attainment influences self-concept which promotes self-efficacy and has an
effect on emotions.
Mayer (2011), states that academic motivation is demonstrated when students exert the
energy and effort needed to make sense of material which would involve student engagement
with the cognitive processes of selecting, organizing and integrating. Academic motivation
includes four learning components that are essential to meaningful learning: personal (internal),
activating (instigates behavior), energizing (promotes persistence and intensity), and directed
(drives completion of goal). This researcher reports that motivation is based on interest, beliefs,
attributions, goals and social partnerships and that motivation is at the heart of metacognitive
strategies (Mayer, 2011).
Building upon Mayer’s concept of motivation, Clark (1999), identifies a two-stage
process of goal commitment and effort: stage one- pursue a goal; stage two- determine amount of
necessary effort required to achieve the goal. The level of commitment to a goal includes
SELF-REGULATION FOR THE SECONDARY STUDENT 25
personal agency, emotion, and control values. The effort exerted by the student depends on
novelty perception, and effectiveness of strategies (is it achievable or not?) then commitment and
effort are continuously reexamined. In other words, Clark (1999) reaffirms that t students must
find value, acknowledge their self-efficacy (agency), and manage their emotions to remain
positive through challenges.
Value. Students will make active goal choices when they can attribute value to a goal
(Wigfield & Eccles, 2000). Ryan and Deci (2009), provide research of this concept by
demonstrating that schools can promote self-determined school engagement that is inclusive of
motivation, learning, and well-being through the creation of goals that are based on values and
interests. Goals that are established on students’ values and interests are usually met by the
students who seek to achieve and are intrinsically motivated. Intrinsic motivation thrives with
autonomy and competence but diminishes when autonomy and competence are opposed.
Students with parents who support their children’s autonomy, demonstrate self-regulation skills
and higher, stable academic grades than those without autonomy-supporting parents. Armstrong
(2014), found that promoting student autonomy in the classroom adds meaning and value to the
lesson. Teachers can positively influence student-perceived value and classroom engagement by
providing student choice. For example, educators can promote the use of graphic organizers
which supports the learning process and allows each student to produce authentic and unique
work.
Self-Efficacy. Self-efficacy is a precedent of persistence once the active choice is made
(Wigfield & Eccles, 2000). Bandura (1977), explains that educators must consider the extent to
which psychological procedures alter the level and strength of self-efficacy which have a direct
influence on self-regulation. Expectations of personal efficacy determine if coping behavior will
SELF-REGULATION FOR THE SECONDARY STUDENT 26
be initiated, level of effort to be exerted and how long one will persist in the face of challenges.
In other words, if our students possess a strong sense of self-efficacy, they are more prepared to
successfully cope with challenges. Bandura identifies four primary sources of information that
form self-efficacy: performance accomplishments, vicarious experience, verbal persuasion and
physiological states. All, of which he purports, must be considered to successfully encourage the
development of self-regulation.
Motivated behaviors are promoted by choice, level of activity/involvement,
efficaciousness, persistence and management of mental-effort (Dembo & Seli, 2008). Wigfield
and Eccles (2000) state that crucial to the process of improving self-efficacy is goal-setting
because it directs performance in five major ways: effort, duration/persistence, direction of
attention, strategic planning, and as a reference point for evaluating performance. Equally as
important to strengthening self-efficacy is specific feedback towards achievement of goals
(Wigfield & Eccles, 2000).
When the components of self-regulation are taught as framed by cognitive and behavior
skills that can be developed to succeed at problem solving, self-efficacy is improved, and
motivation increases (Zimmerman & Campillo, 2003).
Emotions. Emotions play a significant role in whether behavior will be initiated,
sustained or retracted. Linnenbrink-Garcia, Patall, and Pekrun (2016), found that both
instructional design influences motivation and emotion. Motivation refers to process of initiating
and sustaining behaviors while emotion is defined as a system of coordinated psychological
processes that include affective, cognitive, and physiological motivational and expressive
components, with emotion playing a significant role in motivation. As an example, when a
student experiences anxiety, their uneasy and nervous feelings leads to psychological arousal
SELF-REGULATION FOR THE SECONDARY STUDENT 27
which impacts cognitive availability and manifests in avoidance motivation which can directly
and negatively affect classroom interactions. This study also examined how emotions are driven
by control-value theory which refers to a theoretical framework which is grounded in a a model
that limits achievement goals and emotions to academic performance. This nexus results in a
recommendation for educators to promote positive emotions through instruction. Positive
activating emotions (enjoyment) promotes high quality learning, while negative activating
emotions (anger and anxiety) can undermine students’ learning. Furthermore, negative
deactivating emotions (boredom) can also derail learning (Linnenbrink-Garcia, Patall, & Pekrun,
2016).
The fabric of motivation is a complex knit of autonomy, emotions, and self-perceptions
that evolve with maturity and experiences. With intentional influence to improve motivation,
metacognition, and self-regulation development will follow. Self-regulation consists of many
constructs and processes but motivation and emotion, which play crucial roles in determining
human behavior, are at the core (Pessoa, 2009).
Emotion-Management. Emotion control is an important component of self-regulation
and goal attainment. Pessoa (2008) addresses the relationship between emotion and cognition by
demonstrating that emotion and cognition stimuli trigger brain responses that show that cognition
and emotions are integrated the same brain regions. Not only do emotion and cognition strongly
interact in the brain, but they often jointly contribute to behavior. Frijda’s (1988) research
showed that emotions are subjective experiences in which the core is pleasure or pain, and as
such, one can exert voluntary emotion-management and replace impulsive emotional response
with deliberate action. When one’s actions are based on their own laws rather than those
SELF-REGULATION FOR THE SECONDARY STUDENT 28
imposed by someone else’s, a sense of personal freedom is experienced and promotes agency
(Frijda, 1988).
Moreover, Pekrun, Goetz, Daniels, Stupnisky, and Perry (2010) explored the role of
boredom in achievement settings. Boredom can be described by a lack of excitement or curiosity
and is considered a neglected emotion, although an important one in relation to
learning. Usually a silent emotion, boredom consists of affective components (unpleasant,
aversive feelings), cognitive components (altered perception of time), physiological components
(reduced arousal), expressive components (facial, vocal, and postural expression), and
motivational components (changing activity or leaving the situation). The consequences of
boredom can be significant; negative behaviors, truancy, and dropping out of school have been
reported as possible outcomes. The findings of Pekrun el al. (2010) demonstrated that boredom
predicts performance; leads to shallow information processing, and underuse of cognitive
strategies such as elaboration and rehearsal and impair the self-regulation of learning. Educators
need to be aware of the effects of boredom and engage students in their own learning by
providing choice, opportunities to voice, and autonomy to optimize achievement.
Pekrun’s (2006) control-value theory of achievement emotions suggests that educators
must provide an adequate level of rigor and student-centered instruction to induce value and
motivation and promote the value of academic engagement. Pekrun recommends authentic
learning tasks and lessons that will engage students and promote achievement
emotions. Furthermore, teachers and parents should be cognizant of their own enthusiasm in
dealing with academic material as it likely promotes value in the learning process. Pekrun
(2006), also focused on the learning environment components to optimize the development of
agency as providing a learning environment that supports autonomy and cooperation and allows
SELF-REGULATION FOR THE SECONDARY STUDENT 29
students to practice self-regulation which promotes a sense of competence and can positively
influence their emotions. Students’ social needs can be satisfied through cooperative learning
when a structured environment is maintained (Pekrun, 2006). Individual and cooperative goal
structures can increase students’ opportunities to experience success through perceived control
and emotions relating to achievement outcomes. Teacher feedback is once again recognized as
essential to the learning process and must be specific and corrective; forward-moving to allow
for probabilities of future success/failure. Conversely, consistent negative feedback, or a lack of
feedback, undermines a student’s sense of control and contributes to anxiety and hopelessness
(Pekrun, 2006).
The Collaborative for Academic, Social and Emotional Learning (CASEL) established a
framework for promoting mental health and reducing risky behavior in youth while promoting
social and emotional learning (Payton et al., 2000). CASEL’s report highlights the emotional
learning standards that were developed for social emotional curriculum and determined to be an
essential part of education and are intended to be embedded into daily instruction. The authors
identified CASEL’s key components as; (a) awareness of self and others; (b) positive attitudes
and values; (c) responsible decision making; and (d) social interaction skills. Social Cognitive
Theory is grounded in these key components with the aim of providing a foundation of
social/emotional learning in a social setting. Essential to a strong CASEL model is student
awareness of feelings with an ability to identify feelings and distinguish between emotions; a
student understanding of situations that give rise to their emotions; and a student recognition that
two emotions such as anger and love can be felt concurrently. This level of student
comprehension is critical for social/emotional learning. Finally, students who learn to monitor
SELF-REGULATION FOR THE SECONDARY STUDENT 30
and regulate their emotions are able to moderate negative feelings leading to reduced behavior
problems in the classroom and optimized learning opportunities.
Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011) discuss the impact of
enhancing students’ social and emotional learning. Their research demonstrated that Social
Emotional Learning (SEL) interventions that follow CASEL’s framework have had significant
positive effects on social-emotional competencies and attitudes about self, others and school.
Social Emotional Learning programs do not need to be a stand-alone curriculum, as the
exploring the self and relationship-building should already be addressed daily as they are skills
which are embedded within academic instruction. The researchers recommend that teachers
discuss behavior, explain options, and address consequences are addressed to improve student
decision making. The authors found that when problem-solving skills to overcome academic
obstacles are applied, students tend to make responsible decisions, study, and complete
assignments to improve their academic performance, and also put more thought into their social
behavior. Learner-centered explanations of behavior change through the use of interpersonal,
instructional, and environmental supports, all of which produce better performance. Enhanced
student social and emotional learning includes: (a) peer and adult norms that clearly
communicate high expectations and support for academic success; (b) caring teacher-student
relationships that foster commitment and bonding to school; (c) engaging teaching approaches
such as proactive classroom management and cooperative learning; and (d) safe and orderly
environments that encourage and reinforce positive classroom behavior (Durlak et al., 2011).
Instruction should also include a shift in perception about student errors to promote
emotion control and metacognition (Keith & Frese, 2005). The popular perception of errors of
identity is that the practice is punitive and leads to poor grades. However, errors provide
SELF-REGULATION FOR THE SECONDARY STUDENT 31
informative feedback and should be intentionally embedded into training programs. Keith and
Frese (2005), found that students benefit from being exposed to many errors during the learning
process and are encouraged to use these errors as a learning device. Error management training
(vs. error-avoidant), according to these authors, stimulates self-regulation of emotions and self-
regulation of cognition, such as metacognition, during the learning process. This research
supports the concept that students improve their emotion-management through exploring who
they are, their perception of mistakes as learning opportunities, and learning academic self-
regulation skills. Emotion-control provides the opportunity for students to successfully
implement metacognitive skills and achieve self-regulation since it is fundamental to
understanding how self-regulation works (Keith & Frese, 2005).
Metacognition. Metacognition, or thinking about your own thinking, is strengthened
through appropriate instructional methods and supports, according to Flavell (1976), who
investigated how students benefit from learning how, where, and when to store information and
how, where and when to retrieve the information to meet their goals. His study highlighted the
importance of learning strategies to recover prior knowledge and seek needed information to
problem solve; which are both considered internal and external processes. However, one may
have metacognitive knowledge but may not be motivated to use it (Mayer, 2011). It is the self-
regulated learners who acknowledge their metacognitive awareness and practice metacognitive
control; they practice agency (Mayer, 2011).
The notion of agency in terms of education, refers to when students take charge of their
own learning. Agency highlights the role of self in metacognition, such as a self-molding and
shaping agent (Hacker, Dunlosky & Graesser, 2009). Bandura (1989) contributed to this concept
by identifying human agency through exertion within Social Cognitive Theory by describing
SELF-REGULATION FOR THE SECONDARY STUDENT 32
agency as a distinctive characteristic of human capacity which allows us to exert control over our
thought process, motivation, and actions. The triadic reciprocal causation (relationships between
the self, behavior, and environment) significantly impact our self-efficacy beliefs which serves as
a determinant of degree of agency. Both self-aiding and self-hindering thought patterns are
shaped by our self-efficacy. Exercising internal control is initiated by the ability to predict
circumstances (thought-based) and when faced with challenges, a desired outcome for our
students is a demonstrated strong sense of efficacy (thought-based) through task orientation
(resilience) which minimizes the effects of self-doubt (thought-based). Agency is stimulated by
visualization which can serve as a positive guide for performance but can also undermine
performance if one dwells on possible failure. Through genuine agency, one can exercise control
over potential threats and work through them; and no longer feed intimidated or stressed over
tasks or situations. As individuals, we draw on our experiences (knowledge, cognitive and
behavioral skills) to produce desired results. Strong agency promotes reflection of one’s
experiences in generating and executing the course of action and can assist in analyzing how
well their thoughts served them in the management of these events.
Follmer and Sperling (2016) explored the mediating role of metacognition in the
relationship between executive function and self-regulated learning. They found that self-
regulated learning is informed by executive function. Executive function refers to a
neurocognitive process that controls and coordinates cognition and supports the development of
goal-oriented behaviors such as academic skills. Executive functioning influences self-regulated
learning through metacognition, but also directly influences self-regulation when inhibition and
shifting is exercised. Zepeda, Richey, Ronevich, and Nokes-Malach (2015) found that direct
instruction of metacognition benefits adolescent conscious learning, transfer, and motivation.
SELF-REGULATION FOR THE SECONDARY STUDENT 33
Their research results demonstrated that students acquire declarative knowledge of
metacognition, although students are not actually conscious of their metacognitive strategy use.
Metacognitive knowledge was found to have an effect on student behaviors by increasing
confidence on assessment items on an assessment but did not ultimately have a positive effect on
final assessment outcomes.
In a study on the metacognitive awareness specifically of secondary students, Jaleel
(2016) coined the term going meta. This refers to one taking a step back to become aware of
one’s own intellectual operations. Executive control is another term used for metacognition to
indicate when a student utilizes self-awareness to regulate their learning. Some metacognitive
strategies used to promote learning are: acknowledging one’s limits, self-monitoring, making
adjustments (modifying), skimming, rehearsing, and self-assessment. Findings show that
metacognition is enhanced by reflective questions about what students know, care about, and are
able to do. Not only is this valuable information for the student but also for the teacher (Jaleel,
2016).
Was, Beziat, and Isaacson (2013) questioned if practice improved metacognition, as their
data demonstrated that students who over-estimated their performance did poorly on objective
exams. Those students who were better calibrated or under-estimated their performance did
better on exams. When students were provided with multiple opportunities to practice
knowledge-monitoring, it was demonstrated that their calibration was improved, and the students
were able to better estimate their performance on which they founded their self-regulation
strategies. Callender, Franco-Watkins, and Roberts (2016) added to this discussion by asserting
that metacognition in the classroom was improved through instruction, training, and feedback.
The researchers found that alignment between students’ judgments of performance and their
SELF-REGULATION FOR THE SECONDARY STUDENT 34
actual performance improved with training, incentives, and in-class feedback. The authors also
found that lower performing students tended to overestimate their performance and would
benefit from aligning their perception of performance to their actual performance level. This
study demonstrated that instruction on metacognitive strategies and calibration of judgment
improved calibration on subsequent exams therefore confirming that incorporating feedback in
metacognitive strategies is an important factor in improving learning (Callender et al., 2016).
Babkie and Provost (2002) explained that when teaching a metacognitive strategy, the
rationale should be clear, with each part of the strategy being consistently demonstrated,
prompted, and practiced promoting automaticity. It is essential that the modeling of each
strategy be ingrained in daily instruction and provide opportunities to practice strategy and
acknowledge progress. This study also demonstrated the benefit of visuals in the classroom to
promote metacognitive learning by providing easy reference and reminders of strategies
available (Babkie & Provost, 2002). Veenman, van Hout-Wolters, & Afferback (2006), assert
that other practices beneficial to promoting metacognition include engaging students in higher-
order processing to activate metacognition and indicate that metacognitive knowledge and skills
emerge as early as five years of age and evolve with maturity.
In sum, while metacognitive instruction with consistent feedback and modeling, benefits
all students, weaker students benefit the most. Therefore, the central theme in this curriculum
aims to improve motivation, implement emotion-management, strengthen metacognition, and
self-regulation to intentionally augment resilience through the completion of a high school
diploma and beyond. The following section will discuss previous attempts to ease transition to
high school and minimize high school dropout rates.
SELF-REGULATION FOR THE SECONDARY STUDENT 35
Prior Attempts of Transition to High School Curriculum
Wilkins and Bost (2016) discussed dropout prevention in middle and high schools and
noted that through analysis of school-based interventions for students with learning disabilities
that the use of these strategies supported an improvement of graduation rates. These strategic
interventions included an early warning system that is based on patterns determined from an
analysis of discipline and attendance records. When applicable, a school facilitated mentoring
component improved the bond with peers. Family engagement was also encouraged through
various strategies ranging from positive phone calls home to parenting classes and home visits to
strengthen communication between the home and school. Beneficial academic interventions
provided to students included tutoring, study skills, and test-taking classes, individual/small
group instruction, Saturday school/after school support, and self-paced online options. The
intervention program described by these researchers provided transition support to high school in
form of high school student mentors, freshman orientation, a summer program for freshman to
become familiar with campus offerings and teachers, programs to address instructional needs of
students with academic challenges and personalized learning environment (Wilkins & Bost,
2016).
In order to increase student engagement, this program was structured with small learning
communities to demonstrate interest on a personal level by school staff and to encourage
students to take part in school activities. The authors found that this dropout prevention program
also used instructional techniques to emphasize the value of an education as well as career and
vocational preparation. Instruction in interpersonal skills that include self-determination, social,
and life skills were embedded in the curriculum. Though these interventions were discussed to
SELF-REGULATION FOR THE SECONDARY STUDENT 36
address students with disabilities, these supports, and interventions are applicable to any student
(Wilkins & Bost, 2016).
Wallace (2016) explored a high school dropout prevention program for at-risk students
called The Road to Success (RTS) Dropout Prevention Plan which is comprised of academic
remediation and tutoring for any student. Teacher/staff professional development was provided
to improve understanding of students’ needs and improve the adequate implementation of
student academic support. Students also received mentorship and counseling to promote a peer
bond and support system to further support stakeholders, including students with extenuating
circumstances, community and parent involvement was actively sought and a teen mother
program was implemented. RTS also provided alternative academic options and had a Dropout
Prevention Coordinator to monitor students who have been identified to be at-risk of dropping
out. In the classroom, formative and summative assessments were an essential component of the
program to evaluate student progress. Every nine weeks students’ attendance, grades and
discipline were examined to measure progress on students’ short-term goals. Many of the
components of the RTS plan were found to be effective in influencing students to remain
committed to completing their educational program and earning a diploma (Wallace, 2016).
Analysis of prior attempts. Wilkins and Bost (2016), and Wallace (2016) had made
prior attempts at dropout prevention programs and found that well-rounded designs were
centered on academic support and family engagement, however, the program lacked holistic
perspective. In these programs, efforts were made to include all stakeholders such as student,
parents, teachers, and community members, and alternative academic options were made
available, as needed. Other researchers (Hattie & Donoghue, 2016; Robbins et al., 2004; Zepeda
et al.,2015) concluded that although Wilkins & Bost (2016), and Wallace (2016), provided some
SELF-REGULATION FOR THE SECONDARY STUDENT 37
instruction in self-determination, the self was not fully addressed. Since their studies
demonstrated that metacognition and self-regulation can be taught, these authors concurred that
neither of the two programs touted by Wilkins, Bost, and Wallace addressed these critical skills.
The designers of both curricula and transition programs failed to focus on the most
important stakeholder, the self. Most of the focus was academic progress without deeply
investigating the root causes for poor academic performance. Emotion-management,
metacognitive and self-regulation strategies are indirectly skimmed in both programs. Both
programs provide instruction in study skills and provide tutoring as an option. Media was
provided, which may increase interest and active choice, in the classroom but an important
component to motivation and learning is missing. Neither program mentioned the use of
consistent and corrective feedback; whether it be academic or to improve students’ emotion-
management, metacognition or self-regulation strategies. While there is value in content support,
there is no explicit instruction on higher-order thinking skills for all students at all levels. In
addition, there is no mention of instruction on how to manage emotions, metacognition and self-
regulated behaviors. The latter are the knowledge and skills that will carry a student through life.
As seen in the next section, there is limited literature evaluating prevention programs or
interventions specifically for ninth graders.
Lack of Current Research
There is limited research available, as demonstrated by searches on ERIC, ProQuest, and
Google Scholar, on a course specifically teaching emotion-management, metacognition and/or
self-regulation to ninth graders or middle school in preparation for a high school transition.
Searches identify courses containing one of these components, but no course, but there are no
courses available which embraces all of these components, as geared specifically to middle
SELF-REGULATION FOR THE SECONDARY STUDENT 38
schoolers or ninth graders. Moreover, Zepeda et al., (2015) conducted a study to analyze the
impact of direct instruction of metacognition to improve learning, transfer, and motivation and
determined that a program in metacognition would not have evident benefits if the training were
less than 21 days. Their research demonstrated that training did not improve planning,
monitoring, or evaluating, despite explicit instruction in these skills in a program that was less
than 21 days long. Students who participated in these programs expressed increased confidence
but did not demonstrate increased accuracy on tests. Motivation-task value and mastery-approach
goals improved interest. Teaching that learning occurs from mistakes seems to have impacted
student perceptions of problem-solving. Metacognitive instruction optimized student learning
and small amounts of practice promoted some transfer.
Approaches to the Curriculum Design
“The goal of education is to foster a desired change in the learner” (Mayer, 2011, p.
2). According to Mayer (2011) the science of learning is founded on crucial components in a
cyclical relationship between learning, instruction and assessment. Similarly, Deans for Impact
(2015) address the science of learning through cognitive principles and practical implications for
the classroom. The American Psychological Association, Coalition for Psychology in School
and Education (APA-CPSE) (2015) highlights principles with a holistic lens inclusive of: the self
(the student), academic motivation, social/emotional contexts, classroom management, formative
and summative assessments. In an effort to optimize learning, this curriculum design is framed
by recent evidence-based theories, principles and strategies (American Psychological
Association, Coalition for Psychology in School and Education, 2015; Deans for Impact, 2015);
Mayer, 2011). Mayer explains that “Learning is a change in what the learner knows cause by the
learner’s experience” (p. 14), which sets the stage for learner-centered instruction enriched by
SELF-REGULATION FOR THE SECONDARY STUDENT 39
students’ personal beliefs, perceptions and facilitated instruction to meet their developmental
needs and goals.
Theoretical Foundations to the Curriculum Design
Theoretical foundations to the curriculum design embodies (a) learner-centered
instruction; (b) the role of information processing theories, (c) cognitive load theory;
(d) formative assessment; (e) social cognitive theory; and (f) higher-order thinking skills.
Learner-centered instruction. Learner-centered instruction embodies student
knowledge, beliefs, values, and interests which are designed to influence course activities.
Bandura (1989) Emphasized that the self is crucial to teaching metacognition and self-regulated
learning. He explained this clearly,
“Self-generated activities lie at the very heart of causal processes. They not only
contribute to the meaning and valence of most external influences, but they also function
as important proximal determinants of motivation and action...people can affect change in
themselves and their situations through their own efforts (p. 1175).”
This theory is supported by the American Psychological Association, Coalition for Psychology
in School and Education (2015) and through their identification of principles from psychology
that are directly applicable to the educational environment to promote learning. One such
significant principle is the utilization of student interests to promote engagement. The
curriculum presented in this study is designed to build upon students’ ideas, beliefs, and
perceptions to foster and strengthen interest in learning. This curriculum is designed to increase
student motivation through the self-recognition of the ability and opportunity to control one’s
own learning experience (Kirschner & van Merrienboer, 2013). Anderson, Krathwohl, and
Bloom, (2001) found that purposeful guidance in higher-order thinking skills and scaffolding
SELF-REGULATION FOR THE SECONDARY STUDENT 40
from teachers encourages student autonomy and mastery, as their research demonstrates that. In
order to promote autonomy, a fundamental component to self-regulation, one must understand
the relationship between the learning environment and engagement. Hospel and Galand (2016)
supported this theory through their research demonstrating that autonomy and structure in the
classroom is correlated with positive emotions and engagement, as when there is predictable,
structure in the classroom environment students report using a higher level of self-regulation.
A study conducted by Shernoff, Tonks, and Anderson (2014) found that when students
found value in their work, had well-defined goals, and felt emotionally and academically
supported, they were more likely to maintain interest and remain engaged. Prompt teacher
feedback, along with constructive interaction promoted positive student attitudes and heightened
interest in learning. The researchers found the impact of the learning environment on student
engagement in high school classrooms demonstrated to be significant. Bishop, Caston, and King
(2014) examined learner-centered environments in which various teaching methods were
implemented in learner-centered classrooms. These researchers found that effectively providing
students with a sense of agency and choice encouraged interest and engagement. The study also
revealed themes that caused student resistance to learner-centered environments which included
student comprehension, information transference, assessment tools, student expectations, and
teacher expectations. After extensive professional development, teachers implemented student-
centered learning strategies that were aligned with higher-order thinking skills (Ebert-May,
Derting, Henkel, Maher, Momsen, Arnold, & Passmore, 2015). Students demonstrated
engagement in the learning tasks for 86% of teachers. Learner-centered environments promote
motivation, self-regulation and lifelong learning. In focusing on maintaining student motivation
and engagement, instruction should be an appropriate amount of academic rigor.
SELF-REGULATION FOR THE SECONDARY STUDENT 41
Role of information processing theories. Instructional techniques need to be adequate
to meet the learner’s needs to stimulate active engagement and learning (Winne & Nesbit, 2010),
and as such, heuristics are applied to the development of the curriculum offered in this
dissertation for effective learning. The design of this course has taken into consideration various
research-based techniques to balance the effects of content presentation to activate and maintain
student attention and enhance information processing in working memory. Related ideas will be
presented in a logical succession to enforce association of concepts. Activities will allow
students to actively participate in outlining, integrating and synthesizing text to organize
information. Assignments requiring deep reasoning will stimulate learning by providing
opportunities to solve problems that create obstacles to goals and contradict beliefs and values.
Meaningful learning will be further facilitated through the use of real-world, personal material
that has values and significance to students. Dual-modes, a balance between visual and auditory
senses, will be activated to bolster student’s attention and participation in tasks (Mayer, 2011).
For example, visual capacity was considered when developing materials to reduce split-attention
and facilitate visual processing. Most importantly, the information processing model will
heavily influence this curriculum. Self-regulation and lifelong learning is strengthened and
supported through the use of teaching strategies which expose students to instructional methods
that enhance their learning. Teachers can optimize learning outcomes in this course when they
make the conscious effort to know their students and prevent cognitive overload. This course is
designed to encourage students to become learners.
Cognitive load theory. Sweller (1988) developed cognitive load theory to emphasize
the limited capacity of information processing. His research demonstrated that cognitive
limitations must be considered when presenting new information to benefit from instruction, be
SELF-REGULATION FOR THE SECONDARY STUDENT 42
able to process, and ideally, transfer that new knowledge. Successfully transfer information from
working memory to long-term memory by making connections to existing knowledge and
organize new information. This is a critical step in the learning process, and as such, the
activities in this curriculum are designed to balance information processing and build schemas to
boost learning (germane load) and reduce intrinsic load (inherent difficulty) (Choi, Van
Merriënboer, and Paas, 2014). To prevent learner burn-out, research-based, student-centered
teaching strategies, extrinsic load (unnecessary processing) will be minimized within the
presented curriculum. Teachers of this curriculum will perform direct observations to gauge
mental load and make adjustments to instruction as needed to avoid overloading students during
instruction (Kirschner, Kirschner, & Paas, 2010). Human cognition has limitations but with
appropriate learning strategies and engaging activities, learning can be enhanced, and transfer
can occur.
Formative assessment. Formative assessments, assessments conducted during the
learning process are essential to self-regulation. These assessments can take various forms:
written, verbal, administered on a one-on-one basis or in a group setting. Regardless of the
format, formative assessment must be specific and directive to orient student performance. The
American Psychological Association, Coalition for Psychology in School and Education (2015)
endorse student-centered learning as the foundation of curriculum design. In alignment with that
concept, formative assessment in the proposed curriculum will be on-going: conducted before
and during instruction. Student progress and needs will be monitored through the consistent
implementation of formative assessment. Was, Beziat, and Isaacson (2013) support the notion of
prompt and informative feedback to monitor knowledge and guide opportunities for
practice. Specific rationale for strategies and prompts to guide learning provide students with the
SELF-REGULATION FOR THE SECONDARY STUDENT 43
information to find meaning and make connections to prior knowledge (Babkie and Provost,
2002). Deans for Impact (2015) and Callendar, Franco-Watkins, and Roberts (2016) agreed that
effective feedback is essential to acquiring new knowledge and skills and is an important
component to the development of metacognition. Formative assessment drives the development
of metacognitive and self-regulatory outcomes.
Higher-order thinking skills. Instruction based in higher-order thinking skills promotes
problem-solving and self-regulation (Zohar & Dori, 2003). Zohar and Dori (2003) found that
students do work to meet teacher-expectations, therefore, it is logical to challenge students to
grow and demonstrate higher-order thinking skills. Unfortunately, there are teachers who do not
believe that low-performing student are not capable of higher-order thinking skills. Though
higher-performing students continued to perform at a higher level, it is the lower-achieving
group that has the most gain in scores after engaging in higher-order thinking activities (Zohar &
Dori, 2003).
An important goal in instruction is to retain new information and transfer the application
to other contexts, as explained by Anderson, Krathwohl, and Bloom (2001). Educational
objectives should be emphasized rather than instructional activities; ideally, students won’t just
perform, they will learn from the activity. Formative and summative assessment feedback is
constructive to both teacher and learners. Objectives give purpose to instructional activities,
therefore, for an optimal learning outcome, activities aligned to objectives, activities should be
aligned to assessments, and assessments aligned to activities. Analytic, evaluative and creative
strategies are at the core of metacognitive skills which can be taught. When student apply their
metacognitive knowledge, they are checking for accuracy, consistency with evidence,
SELF-REGULATION FOR THE SECONDARY STUDENT 44
acknowledgement of alternative explanations and clarity; a practice that is directly aligned with
higher-order thinking skills and can be applied in various settings, purposes and for life.
Yen, T. S., & Halili, S. H. (2015) discuss how a modern goal in teaching and instruction
is to have learners practice active cognition; to think about thinking while also learning content.
Active cognition should be regularly planned and practiced in classroom activities and effective
teaching of higher-order thinking skills are aligned with metacognition and promote self-
regulation. Ideally, metacognition and self-regulation is taught and modeled simultaneously with
content and higher-order thinking strategies for an optimal, holistic learning experience.
Social Cognitive Theory. Social cognitive theory refers to the process of knowledge
acquisition garnered from observing others in social situations (Bandura, 1989). Collaborative
work environments provide opportunities to learn from peers and improve communication skills.
Bandura’s (1989) research demonstrates that individuals in a collaborative setting learn from
socializing with one another. Within a group, students make contributions to their own
motivation and action and a system of triadic reciprocal causation behavior is learned from the
environment through the process of observational learning. Kirschner et al. (2011) demonstrated
that in a classroom setting, learners learn collaboratively from one another and are able to pool
their cognitive resources as a larger information-processing system. When students work in a
group, they have collective schema and working memory availability to distribute the load in a
given task to optimize learning outcomes. Therefore, individual learning outcomes can be
improved from collaborative activities since learning environments driven by higher-order
thinking skills enrich the learning and experience and outcomes.
SELF-REGULATION FOR THE SECONDARY STUDENT 45
The following chapter will introduce the target learner and context for this proposed
curriculum. However, this curriculum can be adapted to meet needs of students on any
developmental level.
SELF-REGULATION FOR THE SECONDARY STUDENT 46
CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT
Learner Profile
This course is designed to teach self-regulation to students who regularly display
impulsivity and how it is influencing their academic performance. Self-Regulation for the
Secondary Student aims to teach the necessary skills to the student in general education who
struggles academically, emotionally and with managing behaviors. Students who are usually
identified as not motivated and who may have minimal, if any support, in the home need to learn
metacognitive skills to self-regulate to achieve academically and reach their potential.
Ability
For this course, two perspectives of ability will be addressed: cognitive and physiological
characteristics.
Cognitive characteristics. Students enrolled in Self-Regulation for the Secondary
Student fall within the normal range of cognitive ability for their developmental age but
demonstrate below proficient reading skills, knowledge comprehension and communication
skills in multiple forms of assessment such as an analysis of transcripts, current course grades,
state testing, and informal assessment results that have been documented. Students are capable of
active listening, following directions and engaging in activities although they demonstrate these
capabilities at varied levels. They have varying levels of being able to work in small groups and
independently. These students have had at least two failed classes per semester for at least two
school years in a row due to poor academic performance. They have displayed poor adapting
skills to the high school setting and continue to perform below grade level in high school.
Students are not engaged in clubs, sports or participate in extracurricular or support programs
offered.
SELF-REGULATION FOR THE SECONDARY STUDENT 47
Physiological characteristics. This course is developed with a ninth grader in mind (i.e.,
14- to 16-year olds). Students fall within the normal range of vision and hearing with or without
adaptive devices/support services (e.g., correction glasses, hearing aids, sign language
interpreter). Students have appropriate motor skills for their age and are able to independently
write, access and use classroom technology.
Self-Efficacy
Students tend to express that they value education and believe that they will succeed
academically but once they are challenged with the rigor and demands of high school, their
attitude changes. In fact, persistence decreases as student’s ability-beliefs and values decrease
(Wigfield & Eccles, 2000). It is common for students to skip homework assignments. They
most likely choose to not prepare for a test because they may overestimate their performance or
do not believe they can succeed so they simply lack the motivation to put in the effort. Students
have a lower sense of self-efficacy and limited academic motivation. Low confidence is evident
by the lack of academic effort and follow-through. Students may express a lack of academic
interest but enthusiasm about non-academic and non-school related interests and goals.
Affective characteristics. Students vary in affective expression and control. Students
will fall within the average range of affective capacity when compared to their peers. Student
will most likely have a few behavior entries in their disciplinary records (e.g., confrontations
with teachers and/or peers, engaged in physical aggression, leaving class without permission)
that were triggered by emotion-related incidents. Impulsivity may also be commonly exerted
among this group of students. Poor academic performance and disappointments may trigger
emotional exhibitions or withdrawals. Expression of their frustration and pessimism manifests in
either acting out (i.e. talking back, becoming confrontational) or through implosive behaviors
SELF-REGULATION FOR THE SECONDARY STUDENT 48
(i.e. internalize their emotions through negative self-talk, form opinions but refuse to expressive
them, demonstrate passive-aggressive behaviors).
Learners in this setting will most likely be uncomfortable with self-analysis and sharing
experiences. Gradually, students will learn that it is a safe environment. A range of motivation
will be experienced by participating students as they are challenged to self-assess, create goals
and measure progress. Students may begin this course with high anxiety and low motivation
since they will be assigned by academic performance history. As students gain knowledge about
themselves, shift their locus of control, make appropriate attributions and engage in goal-setting,
it is expected that their anxiety will decrease while enthusiasm and motivation increase.
Social characteristics. Student’s social capacity will vary but most will be very social
and popular among their peers. There is a tendency for these students to focus on their social life
since they are challenged by academic demands. Their connection to school is through peer
relationships and it is an area of high interest and priority for them. Some may be involved in
peer conflict more often than others, but they will learn how to regulate their emotions, be
proactive and improve their communication.
Prior Knowledge
Prior knowledge is not required to be successful in this program. Skills needed to
successfully meet course outcomes will be taught throughout the course. However, degree of
general world knowledge and specific prior knowledge will influence students’ perspective and
beliefs. It is important to discuss these two categories to identify essential knowledge required to
be successful in this course.
General world knowledge. Students are not required to have much general world
knowledge. It would be helpful to them if they have some awareness of personal interests.
SELF-REGULATION FOR THE SECONDARY STUDENT 49
Interests will be explored, and research will be done to align interests with possible professional
careers. However, early in the course students will learn why and how education benefits their
quality of life. Their role as contributing citizens of society will be analyzed. Students will also
have some knowledge and beliefs about society, cultures and how that influences their daily
decision-making.
Specific prior knowledge. Specific prior knowledge is not required to be successful in
this course. Each student will come with their own experiences. Levels of awareness and
communication will vary. The instructor will teach students background and fundamental
information to understand and apply skills as they relate to the various selves (i.e. self-
perception, self-monitoring, self-efficacy, etc.). Students will also be taught to analyze thoughts,
feelings, processes, academic performance through records and reactions. Reflection and the
process of analysis will be formally taught to fill in gaps of knowledge among learners.
Description of the Learning Environment
Smith and Ragan (2005) highlight the importance of the learning environment. The
learning environment provides a space that is ideal for learning and applying what has been
learned. The following sections describe the essential characteristics of teachers, existing
curricula, equipment needed, facilities and climate to provide a favorable environment for
learning and student growth.
Facilitator Characteristics
First and foremost, the teacher of this curriculum must have minimal biases about low
performing students. Students must be held to the same high standards as their achieving peers.
Metacognition and self-regulation should be a regular practice for this teacher, so they may
model through think-alouds and provide personal examples. Flexibility, approachability and
SELF-REGULATION FOR THE SECONDARY STUDENT 50
patience are essential characteristics to facilitate learning through challenging tasks and difficult
conversations. Teachers will provide a safe and structured environment that is conducive to
learning. Students will perceive this teacher as professional, resourceful, approachable and
supportive. It would be most beneficial to the learning environment if the teacher had experience
with low-motivated, low-achieving students that they have guided to learn from personal
experiences. Instructors must be able to build and maintain strong relationships with students,
parents and community.
Existing Curricula/Programs
Although programs such as Advancement Via Individual Determination (AVID) and
TRiO, a trio of federal outreach and support programs that promote completion of post-
secondary education, include components of self-regulation (AVID, 2017; Federal TRIO
Programs, 2017) currently, there is no existing high school curriculum solely focused on directly
teaching emotion-management, metacognition and self-regulation to adolescents. The existing
curriculum in self-regulation that exists is for college students. Dembo and Seli’s (2016) work is
grounded on motivation and learning theories with lessons that focus on motivation, effective
methods of learning. However, college students differ greatly from high school students in that
the college student already demonstrates enough motivation and goal-oriented behaviors to
enroll in college and initiate action towards desired career outcomes. College students have
academic experiences from high school, are more mature, and exhibit some self-regulation than
the typical high school student.
On the other hand, high school students are mandated to attend school according to
compulsory laws. Due to ninth graders’ age and developmental stage, students in high school
are in the midst of accumulating academic experiences. Low performing ninth graders benefit
SELF-REGULATION FOR THE SECONDARY STUDENT 51
from formally learning emotion management, metacognition and self-regulation with heavy
scaffolding and modeling to successfully graduate from high school. This curriculum is student-
centered with reciprocal feedback being fundamental to promote transfer to other areas of their
life and encourage lifelong learning.
Available Equipment and Technology
This class will meet in a traditional classroom environment on a comprehensive high
school campus. The site provides access to internet, a teacher computer with a projector,
document camera and provides access to classroom sets of laptops for students use. Laptops or
tablets with cameras will allow students to record themselves for later analysis or for video
blogs. Computer labs are also available for class use.
Classroom Facilities and Learning Climate
The school has gone through an extensive renovation. Buildings are comfortably set up
with plenty of space, adequate natural lighting, and large flat screen TVs that serve as additional
monitors along with projectors. All classrooms are equipped with cubbies for students to keep
personal items secure, visible but out of their immediate work space to minimize distractions.
Classroom furniture that can be set up in various configurations that lend themselves to large and
small group or individual arrangements.
The school’s learning climate is supportive of all students and adequately provides
support for low-motivated and low-performing students as it does for high-achieving
students. This course aims to teach students to prevail through analysis, reflection and creativity.
The philosophy of the community is that all students can achieve and demonstrate it by
facilitating access to school resources that encourage self-actualization. Learning is perceived as
empowerment.
SELF-REGULATION FOR THE SECONDARY STUDENT 52
CHAPTER FOUR: THE CURRICULUM
Overall Curriculum Goal, Outcomes, and Summative Assessment
Self-Regulation for the Secondary Student is intended to provide learners with the
knowledge and skills that improve self-regulation of their learning and to promote a change in
attitude about learning and motivation and to increase the value of a high school education. In
this section, the curriculum goal, outcomes, summative assessment for the course will be
addressed in expanded detail. Content experts were consulted to identify cognitive processes to
attain desired outcomes. The general instructional methods approach is discussed, and a
description of the specific learning activities is provided. Instructional media will also be
addressed.
Curriculum Goal
The goal of Self-Regulation for the Secondary Student is to improve ninth grade
students’ emotion-management skills and metacognition to achieve academic self-regulation, in
particular, students demonstrating behavior and academic challenges and are falling behind in
graduation credits. This course will support their successful completion of high school by
minimizing 9th grade retention and specifically teach the components of motivation,
metacognition, and self-regulation to promote perseverance through high school.
Curriculum Outcomes
The desired outcome will be demonstrated in improved grades, better attendance, and
decreased behavior referrals for each student completing the course. Ninth graders will
demonstrate that they can contribute to a high-achievement school culture and solve complex
academic performance problems by being able to effectively communicate, create their own
goals, access resources and supports to attain their desired outcomes, and evaluate their own
SELF-REGULATION FOR THE SECONDARY STUDENT 53
progress. Moreover, when faced with academic goal conflicts, students will evaluate available
courses of action, and the valued behavior will be selected and implemented.
Summative Assessment
The summative assessment will be a portfolio of the following: (a) teacher observations
of student use of SR strategies; (b) student journals of self-reports of their application of SR
strategies; and (c) analysis of student transcripts at the start of the course and a comparison
analysis at mid-quarter and quarter intervals as well as at the end of the course to demonstrate
grade advancement and alignment with graduation requirements.
Cognitive Task Analysis (Information Processing Analysis)
Conversations with two high-achieving students were held during the school year to identify the
steps taken to surpass ninth grade academic requirements while engaging in extracurricular
activities. These students were well-known for appropriately balancing their responsibilities and
interests. After conversations with students, year-long grades, attendance patterns and behavior
records were examined to determine their level of expertise. Both students successfully
completed all 9th grade requirements and have thriving social connections with peers and stable
relationships with parents.
Student 1 is a high achieving student who managed to pass AP and honors core courses
while meeting the demands of 9th grade ASB Presidency. Student 2 passed all her honors
classes and worked through a rigorous schedule that comes with being a member of a nationally
competitive cheer squad that won first place.
The goal of these conversations was to identify their academic self-regulatory processes.
The results of the conversations were as follows:
 Objective: Demonstrate self-regulated academic behaviors to successfully pass all high
school courses.
SELF-REGULATION FOR THE SECONDARY STUDENT 54
 Cue: When assignments become a challenge.
 Condition: A comprehensive high school setting.
 Standards: Successful completion of assignments on time.
 Equipment: An agenda/calendar, course syllabi, tutoring schedule, login to student
portal, textbooks and study material, as it applies to each course and a communication
device (usually a cell phone).
Eight main steps identified by the students are reinforced and complemented by the main
strategies revealed by the literature.
1. Know your strong subjects and those you need most help with. (CTA; Lit)
2. Set realistic and achievable academic goals and objectives. (CTA; Lit)
3. Keep an agenda to keep track of assignment due dates, group sessions, extra-curricular
activities and personal obligations. Set up reminders. (CTA; Lit)
4. Space learning to support germane learning and information processing. (CTA; Lit)
5. Seek support from teachers, family and friends when tasks are difficult. (CTA; Lit)
6. Maintain positive and realistic self-talk remains positive and realistic. (CTA; Lit)
7. Reward yourself when you make small progress towards your goal by turning in your
assignment. (CTA; Lit)
8. Monitor your grades often to make needed adjustments. (CTA; Lit)
These steps will be used to guide the content of instructional units and pacing of the curriculum.
As prerequisite knowledge t, a unit on human development informed by the literature and
focusing on adolescent development will initiate the curriculum.
General Instructional Methods Approach
SSRS will guide ninth grade students through the learning experience using clearly-
defined learning goals, heavy scaffolding, modeling, guided practice, and formative feedback.
Students will be encouraged to develop autonomy and improve their attitude about learning by
calling upon personal experiences and defining their own desired outcomes to optimize learning
as described by Smith and Ragan (2005). The content of this course will rely on the use of
students’ past experiences and associate new knowledge to build upon and minimize cognitive
load yet promote associations and applicability to daily life to encourage transfer to long-term
memory (Merrill, 2002). Learners will analyze their academic performance history and identify
SELF-REGULATION FOR THE SECONDARY STUDENT 55
their learning preferences early in the curriculum to choose from options provided for them to
demonstrated understanding and application of the concepts learned. Self-assessment and
feedback is continuous within the curriculum to promote transfer of new skills and heightened
attitude for lifelong learning (Zimmerman, & Kitsantas, 1997).
Description of Specific Learning Activities
Merrill’s (2002) principles of instruction will be applied to this curriculum. Students will:
(1) engage in solving real-world problems by associating concepts being taught to their own
lives; (2) associate new knowledge to prior experiences; (3) experience modeling of valued
behaviors from teachers and parents; (4) frequently practice valued behaviors such as emotion-
control, metacognition and self-regulation (solving academic conflict within their own courses
and social circles) with corrective feedback; and (5) apply valued behaviors (emotion-control,
metacognition and self-regulation) in their own life outside of this course. Merrill’s principles of
instruction will guide activities using various instruction delivery media that support practice,
retention and transfer.
Each activity will revolve around the immediate application of concepts, strategies, and
skills within students’ lives to improve and maintain motivation and value of content. Although
most content units in this course will be aligned with the sequence of actions as described by the
content experts, prerequisite content will also be covered. Prerequisite content will set the
foundation for a better understanding of the steps required. Units that are aligned with the
sequential steps identified by the content experts will follow.
Smith and Ragan (2005) identify lesson components to optimize learner outcomes that
will be the foundation for lessons in this curriculum:
Introduction:
 Gain learners’ attention.
SELF-REGULATION FOR THE SECONDARY STUDENT 56
 Inform learners of objective and purpose.
 Arouse interest and motivation; how will this apply to them in the real-world.
 Provide preview of the lesson.
Body:
 Associate to relevant prior knowledge.
 Process information; provide examples and models.
 Focus attention on essential content.
 Employ learning strategies; scaffold, elaborate, sequence, chunk.
 Provide opportunity to practice, discuss, analyze and reflect.
 Monitor progress and use corrective feedback.
Conclusion:
 Summarize lesson and review objective and purpose.
 Transfer learning to other contexts.
Assessment:
 Check for understanding.
 Provide corrective feedback and remediation.
Overview of the Units
SRSS is a 14-week, 11-unit, high school course in which they meet five hours a week.
Ninth graders will be introduced to the importance of ninth grade as a year of transition that is
pivotal to their high school experience. Academic demands, importance of support (i.e., family,
peer and faculty relationships), school attendance, retention rates and behavior data will be
discussed. The sequence of the curriculum is based on the literature review, with an emphasis on
Zimmerman and Campillo’s (2003) phases with sub-phases of self-regulation: forethought phase
(task analysis, self-motivation beliefs) performance phase (self-control, self-observation) and
self-reflective phase (self-judgment, self-reaction), and the order of steps presented in the task
analysis. The course will begin with a brief overview of the importance of this course for ninth
graders with the intention of providing them with background information about the problem
that’s being addressed. Following the introduction, Unit One guides learners through an analysis
of academic records to identify academic strengths and areas of need. Unit Two through Four
present prerequisite concepts in motivation, metacognition and self-regulation to provide a strong
foundation for a positive change in attitude about academic performance. Chapters Five through
SELF-REGULATION FOR THE SECONDARY STUDENT 57
eleven continue to guide the learners through the remainder of the mastery steps identified in the
task analysis. Table 2 shows the course organization.
Table 2
Sequence of Self-Regulation for the Secondary Student
Unit 1 (1 wk)
Introduction to the problem and importance of the curriculum
The Self: Know your strong subjects and those you need the most help with
Unit 2 (2wks) Self-Regulation: Zimmerman’s Model
Unit 3 (2 wks) Motivation
Unit 4 (2 wks) Emotion-Control/Management
Unit 5 (2wks) Metacognition
Unit 6 (1 wk) Applying Self-Regulation in the Academic Context: Goal Setting
Unit 7 (1 wk) Applying Self-Regulation in the Academic Context: Information Processing
Unit 8 (1 wk) Applying Self-Regulation in the Academic Context: Resources & Support
Unit 9 &
Unit 10 (1 wk)
Applying Self-Regulation in the Academic Context: Self-Talk
Applying Self-Regulation in the Academic Context: Reward Yourself
Unit 11 (1wk) Applying Self-Regulation in the Academic Context: Self-Assessment
Unit 1: The Self: Know Your Strong Subjects And Those You Need Most Help With. (Step 1)
Terminal learning objective.
 Given the courses being taken, students will evaluate and identify courses they
will complete without assistance and those they need additional assistance.
Prerequisite analysis (Enabling learning objectives).
 Know the requirements of the courses being taken.
 Know what academic strengths and areas of need mean.
SELF-REGULATION FOR THE SECONDARY STUDENT 58
 Be able to analyze and interpret academic records (transcripts, report card,
attendance and behavior records) to identify academic/behavior strength and area
of need.
 Be able to compare academic strength and area of need with course requirements
and make a list for each category: strengths/needs.
Learning Activities
 After introductions and attention activities, assess prior knowledge of course
requirements, academic areas of strength and areas of need.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples
 Model the procedure for analyzing and interpreting academic records to (grade
history, attendance and behavior) identify academic strengths and areas of need.
 Provide practice and feedback for analyzing their own academic records.
 Model the procedure for comparing academic strength and area of need with
course requirements and make a list for each category: strengths/needs.
 Provide reflection opportunities to transfer new knowledge from analyzing
personal records and how these patterns of behavior could influence career
performance.
Learning assessment.
 Identify and journal about their academic strengths and areas of need based on all
three data sets and reflections: grade history, attendance patterns and behavior,
the analysis process. Students will make conclusions about their decisions and
impact on their future.
Unit 2: Self-Regulation
Terminal Learning Objective.
 Given an academic situation with challenges, students will practice desired
academic self-regulated behaviors.
Prerequisite analysis (Enabling learning objectives).
 Know what self-regulation means.
 Learn Zimmerman’s phases and subphases of self-regulation
 Examine how motivation, metacognition influence self-regulation.
 Analyze self-efficacy.
 Examine your mindset
 Identify desired academic behaviors.
Learning activities.
 After introductions and attention activities, assess prior knowledge of academic
self-regulation.
SELF-REGULATION FOR THE SECONDARY STUDENT 59
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples of self-regulated behaviors.
 Model academic self-regulated practices with an emphasis on Zimmerman’s
phases and subphases of self-regulation.
 Provide practice and formative feedback for examining the relationship between
motivation, emotion-management, metacognition and self-regulation.
 Provide practice and formative feedback in classifying behaviors into non-self-
regulated and self-regulated behaviors to achieve desired academic outcomes.
 Provide opportunities to transfer the application of self-regulation to real-life
scenarios.
Learning assessment.
 Analyze degree of implementation of self-regulation practices.
o A reflective journal that discusses self-awareness practices and strategy
plan to problem-solve and achieve desired outcomes.
Unit 3: Motivation
Terminal Learning Objective.
 Given an academic situation, students will design a strategy plan to maintain
motivation that addresses value, self-efficacy and emotional patterns.
Prerequisite analysis (Enabling learning objectives).
o Know what value, self-efficacy and range of emotions mean.
o Know what a realistic strategy plan is.
o Identify what they value, their degree of self-efficacy and how their range
of emotions influence academic performance.
o Describe their emotional patterns.
o Be able to identify resources to support and maintain academic
motivation.
Learning activities.
 After introductions and attention activities, assess prior knowledge of their
academic value, self-efficacy, range of emotions, as well as motivation resources
and supports.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples of academic values, self-efficacy and range of emotions.
 Model the procedure of analyzing and interpreting academic values, self-efficacy
and range of emotions that influence academic performance.
 Provide practice and formative feedback for developing a strategy plan for
maintaining academic motivation.
 Provide opportunities to transfer the application of a motivation strategy plan.
SELF-REGULATION FOR THE SECONDARY STUDENT 60
Learning assessment.
 Develop a strategy plan to support and maintain motivation to be academically
successful and identify resources for times of need.
Unit 4: Emotion-Control/Management
Terminal Learning Objective.
 Given an undesired academic situation, students will practice emotional-control
(emotion-management) to achieve desired outcomes.
Prerequisite analysis (Enabling learning objectives).
 Know that emotion can be a physiological reaction and identify: what does it look
like, sound like, feel like and its origin.
 Interpret what your strong emotions are triggered by.
 Identify emotional processes.
 Examine self-awareness of emotion practices.
 Identify patterns of voluntary emotion-management and impulsive emotional
responses.
Learning activities.
 After introductions and attention activities, assess prior knowledge of emotion
awareness.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples of emotion processes.
 Model human non-linear thinking processes and self-awareness of emotional
practices.
 Provide practice and formative feedback for examining their emotional responses.
 Provide practice and formative feedback in identifying patterns voluntary
emotion-management and impulsive emotional responses.
 Provide opportunities to transfer the application of emotion-control/management
to non-academic realms.
Learning assessment.
 Describe techniques to maintain self-awareness of voluntary emotion-
management practices.
o Create an incident that would significantly challenge them emotionally
and predict what their managed reaction will be. Students will use their
toolbox of resources and supports to design a scenario in which they
minimize a negative reaction and conflict yet hypothesize what emotions
to plan for.
SELF-REGULATION FOR THE SECONDARY STUDENT 61
Unit 5: Metacognition
Terminal Learning Objective.
 Given an academic situation, students will practice metacognitive control
(persistence) to achieve desired outcomes.
Prerequisite analysis (Enabling learning objectives).
 Know what metacognition is: what does it look like, sound like, feel like and its
purpose (as a self-molding and shaping agent).
 Interpret what it means to be an “agent” or have “agency”.
 Identify thinking processes.
 Examine self-awareness practices.
 Identify patterns of self-aiding and self-hindering thoughts.
Learning activities.
 After introductions and attention activities, assess prior knowledge of
metacognition.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples of metacognition.
 Model human non-linear thinking processes and self-awareness practices.
 Provide practice and formative feedback for examining their non-linear thinking
processes and self-awareness.
 Provide practice and formative feedback in identifying patterns self-aiding and
self-hindering thoughts.
 Provide opportunities to transfer the application of metacognition to non-
academic realms.
Learning assessment.
 Students will analyze their current grades, attendance patterns and behavior
entries to determine their current academic status.
Unit 6: Applying Self-Regulation in the Academic Context- Goal Setting
Step 2: Set realistic and achievable academic goals and objectives.
Terminal Learning Objective.
 Students will create SMART goals to improve academic achievement.
Prerequisite analysis (Enabling learning objectives).
 Know what a goal and objectives are.
 Distinguish the difference between a broad and specific goal.
 Categorize goals and objectives.
SELF-REGULATION FOR THE SECONDARY STUDENT 62
Learning activities.
 After introductions and attention activities, assess prior knowledge of goals and
objectives.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples.
 Provide opportunities for learners to generate their own examples and
nonexamples of goals and objectives.
 Model the thought process for developing a goal with objectives that are aligned
to academic values, self-efficacy and desired outcomes that address motivation,
metacognition and self-regulated behaviors.
 Provide practice and formative feedback in the designing of goal with objectives
that are aligned to academic values, self-efficacy and desired outcomes that
address motivation, metacognition and self-regulated behaviors..
 Provide opportunities to transfer the application and monitoring of goals and
objectives within their personal life.
Learning Assessment:
 Create an academic goal with a hierarchy of objectives that are aligned to
academic values, self-efficacy and desired outcomes that address motivation,
metacognition and self-regulated behaviors. However, the teacher has autonomy
in assessing this skill. A SMART goal rubric is available.
Unit 7: Applying Self-Regulation in the Academic Context- Information Processing
Step 3: Keep an agenda to keep track of assignment due dates, group sessions,
extra-curricular activities and personal obligations. Set up reminders.
Step 4: Space learning to support germane learning and information processing.
Terminal Learning Objective.
 Given an instructional activity, students will select study strategies that optimize
information processing and transfer to long-term memory.
Prerequisite analysis (Enabling learning objectives).
 Know what study strategies (organization, motivational, problem-solving),
information processing and long-term memory are.
 Analyze assigned activities; considering due date, materials needed, pacing and
self-monitoring.
 Select a strategy that promotes organization, motivation, problem-solving,
supports information processing and transfer to long-term memory.
Learning activities.
 After introductions and attention activities, assess prior knowledge of study
strategies and practices.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples of strategies that support information processing and
long-term memory.
SELF-REGULATION FOR THE SECONDARY STUDENT 63
 Provide opportunities for learners to generate their own examples and
nonexamples of study strategies that promotes organization, motivation, problem-
solving, supports information processing and transfer to long-term memory.
 Model the selection process of study strategies for a given activity that promotes
organization, motivation, problem-solving, supports information processing and
transfer to long-term memory.
 Provide practice and formative feedback in the analysis of an activity and
selection of strategy that promotes organization, motivation, problem-solving,
supports information processing and transfer to long-term memory.
 Provide opportunities to transfer the application and monitoring of goals and
objectives within their personal life study strategies to non-academic situations.
Learning Assessment:
 The teacher has autonomy is assessing these practices. It is recommended that at
least 3 strategies be implemented in the assessment:
Cover the following content:
o Know what study strategies (organization, motivational, problem-solving),
information processing and long-term memory are.
o Analyze assigned activities; considering due date, materials needed, pacing
and self-monitoring.
o Select a strategy that promotes organization, motivation, problem-solving,
supports information processing and transfer to long-term memory.
Unit 8: Applying Self-Regulation in the Academic Context- Resources & Support
Step 5: Seek support from teachers, family and friends when tasks are difficult.
Terminal Learning Objective.
 Given a challenging academic scenario, students will identify resources and
support to resolve academic conflict to achieve desired outcome.
Prerequisite analysis (Enabling learning objectives).
 Know where and how to access academic resources and support.
 Know what attribution theory, internal and external loci of control are.
 Analyze challenge and identify components that can be resolved by self.
 Know where and how to access resources/supports to achieve desired outcome.
Learning activities.
 After introductions and attention activities, assess prior knowledge of attribution
theory, locus of control, academic resources and supports.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples of attribution theory and locus of control.
 Provide opportunities for learners to generate their own examples and
nonexamples of internal and external loci of control.
 Model the selection process of resources/supports that are appropriate to resolve
academic conflict.
SELF-REGULATION FOR THE SECONDARY STUDENT 64
 Provide practice and formative feedback in the analysis of an academic challenge
and matching to appropriate conflict resolution resource/support.
 Provide opportunities to transfer the knowledge of accessing resources/supports to
difficult tasks that are non-academic.
Learning Assessment:
 Teacher has autonomy in creating assessment. Students have created various lists
of resources and supports. It is recommended that students discuss what
resources/supports they have sought and found effective. Students are encouraged
to actively seek support for the various content or social emotional areas in which
they need support.
Unit 9: Applying Self-Regulation in the Academic Context- Self-Talk
Step 6: Maintain positive and realistic self-talk remains positive and realistic.
Terminal Learning Objective.
 Students will apply positive self-talk to maintain motivation, metacognition and
self-regulating behaviors.
Prerequisite analysis (Enabling learning objectives).
 Know how self-talk influences outcomes.
 Know what growth-minded thoughts are.
Learning activities.
 After introductions and attention activities, assess prior knowledge of self-talk
and a growth-minded perspective.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples of positive self-talk.
 Provide opportunities for learners to generate their own examples and
nonexamples of positive self-talk.
 Model a growth-minded perspective and positive self-talk.
 Provide practice and formative feedback in maintaining positive self-talk.
 Provide opportunities to transfer positive self-talk to non-academic scenarios.
Learning Assessment:
 Teacher has autonomy in creating assessment for combined Units 9 &
10. Students will have been working on content-areas in which they identify to
need most support while remaining conscious of their self-talk and rewarding
themselves for small successes.
Unit 10: Applying Self-Regulation in the Academic Context- Reward Yourself
Step 7: Reward yourself when you make small progress towards your goal by turning in
your assignment.
SELF-REGULATION FOR THE SECONDARY STUDENT 65
Terminal Learning Objective.
 Students will identify reasonable rewards to acknowledge the achievement of
objectives.
Prerequisite analysis (Enabling learning objectives).
 Know how to monitor academic progress using self-created academic objectives
 Identify rewards (with an emphasis on intrinsic rewards)
Learning activities.
 After introductions and attention activities, assess prior knowledge of monitoring
academic progress and reasonable rewards to self.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples of self-monitoring and extrinsic/intrinsic rewards.
 Provide opportunities for learners to generate their own examples and
nonexamples of extrinsic and intrinsic rewards
 Model the thought process of academic self-monitoring, acknowledging progress
and selection of extrinsic or intrinsic rewards.
 Provide practice and formative feedback in self-monitoring academic progress,
acknowledging progress and selection of reward.
 Provide opportunities to transfer the knowledge of self-monitoring and rewarding
progress to own life outside of academia.
Learning Assessment:
Teacher has autonomy in creating assessment. Combined with Unit 9.
Unit 11: Applying Self-Regulation in the Academic Context- Self-Assessment
Step 8: Monitor your grades often.
Terminal Learning Objective.
 Students will independently monitor their progress towards achieving their
academic goals.
Prerequisite analysis (Enabling learning objectives).
 Know where and how to access academic records: grades, attendance and
behavior.
 Independently analyze and interpret academic records
Learning activities.
 After introductions and attention activities, assess prior knowledge of where and
how to access academic records, analysis/interpretation of data, and creating a
baseline of the data to later compare follow-up data points to measure academic
growth.
 Teach any necessary prerequisite knowledge by providing definitions and
examples and nonexamples of where and how to access academic records,
analysis/interpretation of data, and creating a baseline of the data to later compare
follow-up data points to measure academic growth.
SELF-REGULATION FOR THE SECONDARY STUDENT 66
 Provide opportunities for learners to generate their own examples and
nonexamples of where and how to access academic records,
analysis/interpretation of data, and creating a baseline of the data to later compare
follow-up data points to measure academic growth.
 Model the records retrieval process, analysis/interpretation of data, creating a
baseline of the data, entering follow-up data and comparing sets of data to
measure academic growth.
 Provide practice and formative feedback in the records retrieval process,
analysis/interpretation of data, creating a baseline, entering follow-up data, and
comparing sets of data to measure academic growth, analysis of an academic
challenge and matching to appropriate conflict resolution resource/support.
 Provide opportunities to transfer the knowledge of self-monitoring progress in
other aspects of their lives.
Learning Assessment:
 The capstone assessment will be a portfolio of the following: (a) teacher
observations of student use of SR strategies; (b) student journals of self-reports of
their application of SR strategies; and (c) analysis of student transcripts at the start
of the course and a comparison analysis at mid-quarter and quarter intervals as
well as at the end of the course to demonstrate grade advancement and alignment
with graduation requirements and their own written evaluation of progress and
next steps (SMART goals).
SELF-REGULATION FOR THE SECONDARY STUDENT 67
Table 3
Curriculum Scope and Sequence
I = Introduced
R = Reinforced
M = Mastery
p = preview
Scope and Sequence
By the end of
this
curriculum,
students will
be able to:
Unit 1
The Self:
Know
your
strong
subjects
and those
you need
most help
with
Unit 2
Self-
Regulation
Unit 3
Motivation
Unit 4
Emotion-
Control/
Management
Unit 5
Meta
cognition
Unit 6
Goal
Setting
Unit 7
Information
Processing
Unit 8
Resources
&
Support
Unit
9
Self-
Talk
Unit 10
Reward
Yourself
Unit 11
Self-
Assessment
Evaluate and
identify
courses they
will complete
without
assistance and
those they
need
additional
assistance in.
I R R R R M
Practice
desired
academic
self-regulated
behaviors
p I R R R R R R R R M
Design a
strategy plan
to maintain
motivation
that addresses
value, self-
efficacy and
emotional
patterns.
p I R R R R R R R M
Practice
emotional-
control/
management
to achieve
desired
outcomes
p P p I R R R R R R M
Practice
metacognitive
control
(persistence)
to achieve
desired
outcomes
p p p I R R R R R M
SELF-REGULATION FOR THE SECONDARY STUDENT 68
Create
SMART
goals to
improve
academic
achievement.
p I R R R R M
Select study
strategies that
optimize
information
processing &
transfer to
long-term
memory.
p p I R R R M
Identify
resources and
support to
resolve
academic
conflict to
achieve
desired
outcomes.
p p I R R M
Apply
positive self-
talk to
maintain
motivation,
MC and SR
behaviors
p I R R R R R M
Identify
reasonable
rewards to
acknowledge
the
achievement
of objectives
p I R R R R R R R M
Independently
monitor
progress
towards
achieving
academic
goals.
I R R R R R R R R R M
Delivery Media Selection
Clark, Yates, Early and Moulton (2010) provide a framework to determine media
selection. In this section, media selected for instruction will be further discussed. Pedagogy for
instruction delivery and media will support procedure and reasoning for selection. Also
addressed will be strengths and weaknesses of alternative media.
SELF-REGULATION FOR THE SECONDARY STUDENT 69
Key Considerations in Choosing Media
Clark (1994) points out that media does not influence learning, motivation or
performance. Media is a tool for delivering instruction that supports the mental process to learn
complex knowledge (Clark, et al., 2010). According to Clark, et al. (2010), there are three key
factors that facilitate media selection. One, sensory requirements. This course does not have
special sensory requirements, in terms of the five physical senses, but every effort will be made
to provide a balance of the dual sensory channels (auditory and visual) to minimize extraneous
overload (Mayer, 2011). However, this course does require teacher guidance in resolving
negative emotions, thoughts/feelings, and overall negative attitudes regarding academic learning.
For the purpose of this course, then, sensory requirements will include emotions.
Secondly, learning academic self-regulation requires continuous reinforcement in
conceptual authenticity. Therefore, distance learning is not option. Blended learning is limited in
this area when students are tasked to work autonomously from the start of the course. In-person
instruction will provide an adequate depiction of the primary conditions needed to optimize
student learning of academic self-regulation that is inclusive of motivation, emotion-control, and
metacognitive strategies.
Lastly, immediate corrective feedback. While feedback can be provided through the use
of media, immediate and very specific feedback in addressing students’ needs at the time is
essential in this course. Bandura’s (1989) findings demonstrate the value of immediate and
specific corrective feedback in keeping students focused and actively working on their goals. In-
person delivery of instruction will hone in on student’s needs to improve their academic
performance.
SELF-REGULATION FOR THE SECONDARY STUDENT 70
In this course, technology will be selectively used for demonstration purposes and
collection of student work. In working with students who have academic and motivation
challenges, the curriculum designer must ensure that using technology is not extraneous to the
learner.
Table 4
Key Considerations in Choosing Media
Delivery Media Selection: In-Person
In-Person Distance-Learning Blended-Instruction
Special
Sensory
Requirements
Most appropriate to:
work through heightened
emotions; resolve self-
sabotaging thoughts and
feelings
No; teacher will
most likely not be
available to provide
emotion-
management
guidance.
Partial; emotion-
management support is
limited to when the teacher
is providing in-person
instruction/guidance.
Conceptual
Authenticity
Most appropriate to:
model the various
strategies will provided
in each lesson. Guidance
with emotion-
management will be
provided as needed.
No; concepts and
skills will be not be
modeled in-person.
This format is
limited to students’
interpretation of
descriptions of
practice.
Partial; modeling of
skills/concepts is limited to
in-person instruction in a
classroom setting.
Immediate
Feedback
Yes; as concerns or
negative feelings arise,
teacher will provide
guidance to resolve
thoughts/attitude.
Partial; it is
unlikely that the
teacher will address
individual needs at
the moment of need
when time is limited
to the whole group.
Partial; it is unlikely that
the teacher will address
individual needs at the
moment of need when time
is limited to the whole
group.
General Instructional Platform Selection
In-person classroom instruction will be implemented to optimize learning through direct
instruction and immediate, specific corrective feedback, increase motivation and improve
SELF-REGULATION FOR THE SECONDARY STUDENT 71
emotion-management to influence students’ attitudes about learning. The student population this
course is aiming to teach has established a history of low academic motivation and performance.
Three instruction delivery methods are considered as instructional platforms: in-person, distance
learning and blended instruction. Ninth graders in this course may or may not have adequate
skills or motivation to access and complete this course through technology, such as distance
learning (synchronous or asynchronous) would require. Blended instruction would combine the
in-person experience and guidance but requires students to demonstrate autonomy through
independent tasks, which the students in this course have yet to exhibit.
SRSS will heavily rely on students’ first-hand experiences and personal needs and goals.
Strategies to maintain students’ motivation must be implemented immediately as the teacher
gauges the attitude in the room, with a high demand for immediate and corrective feedback from
peers or teacher which will be adequately provided in in-person instruction. Hospel and Galand
(2016) discuss the importance of balance between autonomy support and structure within the
learning environment. This group of ninth graders will greatly benefit from the balance that an
in-person instructor can maintain since it will vary from day-to-day depending on the needs of
students. The instructor in this course must assess for a baseline of implemented higher-order
thinking skills and next steps for each student which will evolve with learner’s daily needs and
maturity. In-person interactions will facilitate higher-order thinking skills through scaffolding
(Anderson, Krathwohl & Bloom, 2001) as autonomy and mastery is encouraged.
An in-person social cognitive approach in which problem-solving demands on individual
and collaborative efforts are made to achieve desired outcomes is essential to novice self-
regulating students. Learners will gain from interacting and observing one another during this
course. Students will be able to pool their cognitive resources with teacher guidance to enhance
SELF-REGULATION FOR THE SECONDARY STUDENT 72
information processing by distributing academic demands in selected tasks (Kirschner, Paas,
Kirschner, & Janssen, 2011). The activities in this curriculum are designed to balance
information processing and build schemas to boost learning and reduce intrinsic load through on-
demand guidance and feedback that in-person instruction will facilitate (Choi, Van Merriënboer,
& Paas, 2014).
SELF-REGULATION FOR THE SECONDARY STUDENT 73
CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN
Implementation of the Course
The implementation of this curriculum will be made in three phases. First, the course
will be initiated on a trial-run basis (i.e., pilot course) of only one class in the first semester
within the high school setting taught by the author. Revisions to the curriculum will be made as
the author sees the need to adjust and revise based on daily administration of lessons and post-
lesson reflections. After a semester’s pilot course, the curriculum will be taught by a second
teacher in one class on the same campus during second semester. The second teacher and author
will meet at the conclusion of each unit to discuss suggested perceptions and edits to the
curriculum. Lastly, the curriculum will be shared with the other high school within the district to
implement for one semester. The third teacher and author will meet to discuss perceptions of the
curriculum and additional suggestions for revisions and adjustments. In each phase of the
curriculum implementation, students will be surveyed to provide the author and teacher feedback
on the content, delivery of lessons and attainment of desired outcomes. Student feedback from
each phase of implementation will be used to make adjustments to the curriculum.
Implementation of the Evaluation Plan
Organizational Purpose, Need and Expectations
The district’s purpose is clearly stated in both the mission and goal. The mission asserts
the commitment to all students to be self-motivated learners and productive, responsible and
compassionate members of an ever-changing global society. The goal articulates the district’s
responsibility to each graduating student ensuring they will be prepared for college or career, be
globally competitive and citizens of strong character. Upholding these expectations translates to
providing support and interventions as needed to each student to ensure they remain on course to
SELF-REGULATION FOR THE SECONDARY STUDENT 74
meeting their goal of earning a high school diploma. Historically, this district has given minimal
attention to the unique needs of students as they transition to high school. The high school setting
quadruples in size and students struggle to navigate the demands of high school curricula and
college preparation.
The goal of the course is to teach self-regulation to students who demonstrate a need for
learning to be learners. The desired outcome directly aligns with the district’s mission and goal
of having students graduate as self-motivated learners and productive, responsible and
compassionate members of society who are prepared for college or career, are globally
competitive and citizens of strong character.
The desired outcome of this curriculum is to improve students’ self-regulation (e.g.,
emotions, behaviors, and academic performance) and positively impact their learning and
academic outcomes. Students will understand that they are agents of change in their own
academic experience. Ideally, students will learn to self-regulate and transfer the skills across
their subjects, year after year, and into their college and professional life.
Evaluation Framework
The New World Kirkpatrick Model that frames the integrated implementation and
evaluation plan can also be described as the ADDIE Model (Kirkpatrick & Kirkpatrick, 2016).
The first phase of analysis (A) clarifies the expectation of the course. Evaluation was
implemented by identifying expected outcomes (Level 3 & 4) that were refined by asking
questions whose answers led to observable outcomes. In the next phase, design (D), the designer
asks questions that will shape the training (Level 2). The evaluation process in this phase focuses
on learner’s reactions and how learning and desired behaviors will be measured. Third is
development (D). During the development phase (Levels 1-2), instructional strategies and tools
SELF-REGULATION FOR THE SECONDARY STUDENT 75
are determined. Formative assessment in the development phase provides the designer an
opportunity to make adjustments to the instructional plans to meet desired outcomes. Fourth, is
the implementation (I) of instructional plans (Levels 1-2). In the trial run phase student feedback
and data are regularly collected and used to evaluate the adequacy of instruction delivery for
learners to meet the course’s goals. Finally, evaluation (E), though last in the acronym is
implemented in each level of implementation to evaluate the efficacy of the course and adjust as
needed (Levels 1-4). Evaluation is embedded through all phases of the course to maintain
alignment to the desired outcomes.
Level 4: Results and Leading Indicators
Level 4 of the Kirkpatrick model of evaluation (Kirkpatrick & Kirkpatrick, 2016),
measures the impact of the Levels 3, 2, and 1. That is, the degrees to which outcomes are the
result of the implementation, support, and accountability package.
In this case, Level 4 is the on-going evaluation of the impact of the course. Ideally, it is
an evaluation of student’s application of self-regulation skills as lifelong learners. Results and
leading indicators for this curriculum are measured by external and internal outcomes. External
outcomes indicators would be inclusive of school achievement information, such as California
School Dashboard (i.e., rates school performance based on various indicators). Graduation and
dropout rates as provided by district data and district brand perception. In addition, postgraduate
information would be collected. Metrics would include school accountability reports from the
state, year to year graduation and dropout data, and surveys. External outcome methods of data
collection consist of state and district data, as well as alumni data and public press. Internal
outcome results would be monitored through various indicators such as student achievement,
decreased student behavior referrals, increased a-g completion, student satisfaction and
SELF-REGULATION FOR THE SECONDARY STUDENT 76
engagement and on-time graduation rates. Metrics would include academic transcripts, behavior
reports, program enrollment, graduation data and student perception survey. The methods of data
collection would be gathered from school data. Table 5 shows the external and internal outcome
expectations, their metrics and methods for collecting data.
Table 5
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Indicators Metric(s) Method(s)
External Outcomes
school achievement school accountability reports State Department of
Education data
graduation/dropout rates year to year graduation/dropout data district data
college acceptance alumni survey alumni association
brand perception stakeholder perception surveys public press
Internal Outcomes
student achievement academic transcripts school data
decreased behavior referrals behavior reports school data
increased a-g completion academic transcripts, program
enrollment
school data
student satisfaction &
engagement
student perception survey school data
increased student
confidence
student perception survey, program
enrollment
school data
on-time graduation graduation data school data
Level 3: Behavior
Kirkpatrick and Kirkpatrick’s (2016) model Level 3 evaluates on-the-job application and
transfer of learned content and concepts. For the purposes of this curriculum, level 3 will
evaluate the degree to which students are applying their new knowledge and attitude in other
classes during and after the current school year, and beyond. Students are expected to
demonstrate four critical behaviors: 1) self-monitor; 2) manage their emotional reactions; 3)
engage in metacognitive behaviors; and 4) self-regulate to optimize their learning and transfer of
SELF-REGULATION FOR THE SECONDARY STUDENT 77
knowledge learned. In terms of evaluation, the application of critical behaviors will be monitored
through multiple methods including school records, observations, student-teacher conferences,
other teacher-teacher conferences and parent-teacher conferences/communications.
Critical behaviors. Students will be expected to intentionally and consistently practice
self-regulated behaviors to academically achieve in all their classes but especially in the face of
academic challenges. Early in the course, students will learn to independently monitor their
academic, behavior and attendance progress towards achieving academic goals through the
analysis of school records. This analysis will lead students to identify academic strengths and
areas of need to adequately direct their own learning. Emotion-management will be actualized
and support will be sought as needed to resolve conflict that may hinder their learning. Students
will regularly engage in metacognitive persistence to achieve desired outcomes in all their
courses. Fourth, students will direct their learning to optimize their information processing of all
content in all classes using strategies learned. Lastly, the application of critical behaviors one
through four in other courses. Table 6 lists the critical behaviors, metrics, methods and timing
Table 6
Critical Behaviors, Metrics, Methods, and Timing for Evaluation.
Critical Behavior Metric(s)
Method(s)
Timing
1 Monitor progress:
academic,
behavior & 100%
attendance in all
classes.
Academic,
behavior and
attendance
records
Access to school records 14
weeks
2 Access emotion-
management
support to resolve
emotional conflict.
Student
perception data
& behavior
records,
citizenship
grades/notes
Other teacher and student interviews,
conferences, surveys, grade checks,
student portal
9
weeks
SELF-REGULATION FOR THE SECONDARY STUDENT 78
3 Engage in
metacognitive
persistence in each
class.
Student
perception data,
academic &
behavior records,
citizenship
Other teacher and student interviews,
conferences, surveys, grade checks,
student portal
7
weeks
4 Optimize
information
processing in all
classes.
Formative &
summative
assessments,
transcripts
Accessing academic records 5
weeks
5 CB 1 through 4 Grades;
student
perceptions
Teacher reports
Other teacher and student interviews,
conferences, surveys, grade checks,
student portal, parent-teacher
conferences/communications.
post-
course
Required drivers. Knowledge reinforcement, motivational and organizational
influences necessary to drive the achievement of student outcomes are embedded in the
curriculum. Reinforcers, encouragement, rewarding and monitoring methods elevate all four
critical behaviors. Reinforcing methods include self-directed monitoring and job aids for other
teachers to monitor students’ self-regulating behaviors as applied within their courses. Coaching
other teachers in what the expected SR behaviors are and coaching students as they apply the
strategies, concepts, and attitudes in other classes will encourage the on-going transfer of
knowledge learned. In promoting encouragement, students will also have the opportunity to
mentor one another through sharing of experiences and peer feedback during class time.
Rewarding is essential to this process. Positive reinforcement through student recognition within
the class and school wide is meant to inspire students to continue to persist. However, positive
self-talk (maintaining a growth mindset) is integral to this curriculum and the transfer of its
concepts is a form of self-rewarding therefore it should be consistently applied. Sustainment of
SR concepts and attitudes will only be achieved if students apply self-directed monitoring to
drive their own learning and SR behaviors which will be supported through observations of
SELF-REGULATION FOR THE SECONDARY STUDENT 79
behaviors in other courses and feedback that is specific to improving and maintaining critical
behaviors. Table 7 lists the required drivers to support critical behaviors.
Table 7
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
Reinforcing
Self-directed monitoring on-going 1, 2, 3, 4, 5
Job aids for other teachers on-going 1, 2, 3, 4, 5
Encouraging
Coaching on-going 1, 2, 3, 4, 5
Student Mentors on-going 1, 2, 3, 4, 5
Rewarding
Student Recognition on-going 1, 2, 3, 4, 5
Positive Self-talk on-going 1, 2, 3, 4, 5
Monitoring
Self-directed monitoring on-going 1, 2, 3, 4, 5
Observation by other teachers on-going 1, 2, 3, 4, 5
Organizational support. The district and school site support students’ critical behaviors
by providing on-campus resources that are attainable by all students. Before and after school
academic support is available with teachers; English and math peer tutoring is offered to all
students before and after school. Technology labs are open to students before-, after-school, and
during breaks. Technology is also accessible in each class on campus. Social-emotional support
is feasible through teachers, deans, counselor, and administration. Family support is possible
through the referral process that can be initiated by a teacher, dean, counselor, and
administration. Schoolwide recognition is a monthly event and students demonstrating effort in
their application of SR strategies across their courses will be recognized for their efforts. Teacher
training in SR concepts and expected student behaviors will promote the transfer of the concepts
learned in other classes. In the semesters following the completion of the course, students’
teachers will be notified of course outcomes, student knowledge and behaviors expected to be
SELF-REGULATION FOR THE SECONDARY STUDENT 80
demonstrated so students have ongoing support and encouragement to apply learned behaviors
from this curriculum. The course instructor will hold occasional conferences with students
independently and as a cohort to check-in on their progress, re-motivate, and address concerns.
Post-course surveys will be conducted to measure the long-term value and application of self-
regulatory strategies.
Level 2: Learning
Level 2 consists of evaluating students learning of the knowledge, skills, and attitudes
taught in the course (Kirkpatrick & Kirkpatrick, 2016).
Learning goals. This is a 14-week, semester long, high school course comprised of 11
units of curricula. This course is designed to provide knowledge and support to ninth graders
who demonstrate the inability of adjusting to the rigor of secondary demands. Self-Regulation for
the Secondary Student is driven by self-regulation frameworks with appropriate supports for
social-emotional development of students to improve academic and career outcomes. With a
holistic approach to education, students will be stimulated to reach self-actualization. Self-
regulation skills will include motivation, emotion-control and metacognitive strategies that can
be taught, implemented and transferred to meet goals set in various areas of life.
Evaluating the components of learning. Evaluating the components of learning in the
course is founded on student-centered instruction. Declarative knowledge, procedural skills,
attitude, confidence and commitment will be encouraged and supported through a variety of
strategies throughout the course. Table 8 demonstrates the components of learning for the
program.
SELF-REGULATION FOR THE SECONDARY STUDENT 81
Table 8
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Formative assessments of conceptual knowledge
in each unit
Throughout the course, unit formative
assessments will measure
declarative/conceptual knowledge.
Student reflection Throughout the course, journaling will be
implemented to assess conceptual
knowledge.
Procedural Skills “I can do it right now.”
Formative assessment of the terminal objectives
for each unit
During the length of the course, the
teacher will provide students with
informal and formal formative
assessments.
Attitude “I believe this is worthwhile.”
Class discussions and observation of students
exercising agency in the activities of the class.
Throughout the course
Periodically, teacher will observe students
providing peers feedback that is specific, guides
next steps and promotes motivation.
Once a week
Confidence “I think I can do it on the job.”
Class discussions and observation of students’
willingness to share personal experiences and
their application of skills in the next course.
Daily
Student-teacher conferences
Commitment “I will do it on the job.”
Practice of SR strategies; each strategy learned
will be discussed; application of concepts to
personal lives, academic goals and to career
interests.
Daily
Student reflection. Journaling and verbal
reflection will be practiced from the start of the
course to promote student metacognition and
confidence in student’s transfer of new
knowledge.
Daily
Retrospective pre- and post-assessment (Handout
Eval 2) items to document student’s reactions and
academic growth.
At the start and end of each unit.
SELF-REGULATION FOR THE SECONDARY STUDENT 82
Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016), describe Level 1 of the evaluation process as gauging
learners’ reactions, engagement and perception of relevance of the concepts/content and initial
satisfaction with the course. This is also a form of evaluating learners’ perceptions of value in
taking this course. Student reaction will be monitored using a variety of tools from the beginning
of the course through the conclusion. Teacher observations, student reflections, surveys, and
discussions will be telling of student reactions for the teacher to monitor reactions to the
curriculum. Table 9 lists the components to measure reactions to the program.
Table 9
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Teacher observations of interactions Ongoing throughout the course
Student reflection Daily
Relevance
Discussions of associations of new knowledge &
applicability to personal experiences
Throughout the course
Handout Eval 2 can be used anytime during the
course to gauge student’s attitude and
Student Satisfaction
Student survey; Handout Eval 1 can be used anytime
during the course to gauge student’s attitude and
request feedback for improving the course.
Every two weeks
Post- course survey to document student’s reactions,
next steps and transfer of course content.
At the conclusion of the course
Student reflection Ongoing journaling in which students
are encouraged to express satisfaction,
concerns and next steps.
Evaluation Tools
Immediately following the program implementation. Evaluation instruments have
been developed for Levels 1 and 2. Level 1 (reaction) evaluation tools will be immediately
implemented following the introductory lesson using Poll Everywhere or other polling site that
SELF-REGULATION FOR THE SECONDARY STUDENT 83
allows projection of answers as students reply using an electronic device. The prompt will be:
Using one word or a short phrase, how do you feel about this course? (Possible answers:
motivated, encouraged, happy, frustrated, and anxious). This will give the teacher a quick
measure of student perceptions and glimpse of students’ initial attitude about the content of the
course. The second Level 1 instrument is a survey that will be implemented after lesson 2.6
(midpoint of unit 2) to gauge students’ reactions about the content and expectations. See handout
EVAL 1. Though it is recommended that Eval 1 be administered during Unit 2, the teacher is
encouraged to survey students once a unit to assess students’ attitudes and prompt for student
feedback on the course and instructional delivery.
Level 2 evaluation tools are unit assessments (Units 1 & 2) that will measure students’
knowledge of content taught. Unit 1’s assessment requires students to evaluate and summarize
their own areas of strength and needs. Unit two’s assessment will evaluate student knowledge
through a reflection and writing to a self-evaluation prompts: Moving forward, what academic
behaviors will you adopt to become a stronger learner? Explain your reason for selection and
support with evidence. Entries should include criteria as decided by students.
A Retrospective pre- and post-assessment (Handout Eval 2) was created to document
student’s reactions and academic growth. This evaluation can be administered as often as the
teacher would like to gauge student attitude and mindfulness as it relates to course
concepts. However, it is suggested that at minimum Eval 2 be administered at the start and
conclusion of each unit.
Immediately following the program implementation. A student post-course
evaluation will be implemented upon the completion of the pilot course to collect data on
reaction and learning review. See handout Eval 3. The post-course evaluation form contains
SELF-REGULATION FOR THE SECONDARY STUDENT 84
questions to gauge all four levels of evaluation: reaction, learning, behavior and results. The
form also gives the learner an opportunity to provide course feedback for improvement.
Delayed for a period after the program implementation. In years following the
completion of the course till graduation, conferences at the start of each semester will be held
with student cohorts to monitor progress by analyzing transcripts and other student records,
discuss implementation of skills and support as needed. If requested, one-on-one conferences
will take place to provide individualized support to continue practicing academic self-regulation.
Conclusion to the Curriculum Design
Self-Regulation for the Secondary Student is founded on evidence demonstrating a need
for curriculum in self-regulation for adolescents that optimizes their understanding of “self” to
support their self-actualization and academic goals. Data highlight the challenges that ninth
graders go through as they transition to high school and are faced with college expectations and
career readiness. However, this turbulent academic phase aligns with physiological changes that
historically has been difficult for adolescents, parents and educational organizations to
understand and support. Ninth graders have the highest rates of failure, low school attendance
and display high anxiety that may manifest in behavior difficulties in the classroom and may lead
to dropping out of school. The expected outcome of this course is to support ninth grade students
in their transition to a high school setting in which the course optimizes student learning and
achievement of academic goals that lead to on-time graduation and ultimately transfer of course
knowledge to lifelong learning and self-regulated practices.
SELF-REGULATION FOR THE SECONDARY STUDENT 85
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Appendix
Self-Regulation for the Secondary Student (SRSS)

Self-Regulation for the Secondary Student
(SRSS)

Curriculum Developed
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

January 2018

Copyright 2018 Gladys Velazquez

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Course Overview
Plan and Instructor’s Guide
Section One

1. Introduction and Course Goal: This is a high school course designed for ninth graders who have a history of low academic
performance, high absences and have had behavior concerns at school. As a high school course, students will meet with their
teacher daily for 55 minutes. The goal of the course is to improve students’ self-regulation (e.g., emotions, behaviors, and
academic performance) to positively impact their learning and academic outcomes. Students will understand that they are agents of
change in their own academic experience.

2. Reason for the Course: The course provides ninth grade students with the fundamental knowledge and tools to making proactive
decisions that will promote personal growth in all areas of their life. Curriculum will include foundations of self-regulation to
improve motivation, emotion management and metacognition. Students who are challenged in the latter areas may be overwhelmed
by the demands of transitioning to high school as demonstrated by failing grades, poor attendance and negative behaviors in the
classroom. Self-regulation can be taught and learned. If students do not learn self-regulation skills, they will be at risk of not
completing high school.

3. Course Overview: The course is founded on research in self-regulation as supported by motivation (value, self-efficacy and
emotions), emotion-management/control, and metacognition. The curriculum also includes information collected from successful
students who were engaged in school, successfully passed all their courses and exerted the skills that identified them as self-
regulated students. This information created a frame of seven major steps each self-regulated student followed: (1) knowing your
strengths and areas you need most help with (Unit 1); (2) goal-setting (Unit 6); (3) information processing (Unit 7); (4) using
resources and supports (Unit 8); (5) maintaining positive and encouraging self-talk (Unit 9); (6) rewarding yourself (Unit 10); and
(7) practicing on-going self-assessment (Unit 11).

There are two sections to this curriculum. The first section is made up complete lesson plans and assessments. Unit 1 is based on a
student-identified step, knowing your strengths and areas you need most help with. Units 2 through 5 are research-based concepts:
self-efficacy, motivation, emotion-management, and metacognition. The second section provides the teacher with autonomy for
designing lesson plans and implementing the self-regulation skills to be taught. The second section will provide an outline with
suggested activities. Each week, a skill will be highlighted using students’ assignments at that time. The teacher will highlight the
skill across subject matters to demonstrate applicability of the skill.

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Table 1

Unit Timeline for SSRS

Course Overview Instructional Time Topic
Intro Lesson One Day Introduction to the problem and importance of the curriculum
Unit 1 1 week The Self: Know your strong subjects and those you need the most help with
Unit 2 2 weeks Self-Regulation: Zimmerman’s Model
Unit 3 2 weeks Motivation
Unit 4 2 weeks Emotion-Control/Management
Unit 5 2 weeks Metacognition
Unit 6 1 week Applying Self-Regulation in the Academic Context: Goal Setting
Unit 7 1 week Applying Self-Regulation in the Academic Context: Information Processing
Unit 8 1 week Applying Self-Regulation in the Academic Context: Resources & Support
Unit 9 &
Unit 10

1 week
Applying Self-Regulation in the Academic Context: Self-Talk
Applying Self-Regulation in the Academic Context: Reward Yourself
Unit 11 1 week Applying Self-Regulation in the Academic Context: Self-Assessment
14 Weeks TOTAL
Note: Lessons can be more time consuming than initially planned depending on the pace of your students. Using your knowledge of
your students’ needs, you may need to extend a lesson into the next day.

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Scope and Sequence for SRSS
I = Introduced M = Mastery
R = Reinforced p = preview
Scope and Sequence

By the end of this curriculum, students will be
able to:
Unit 1
The Self: Know your strong
subjects and those you need
most help with
Unit 2
Self-
Regulation

Unit 3
Motivation
Unit 4
Emotion-
Control/
Management
Unit 5
Meta
cognition
Unit 6
Goal
Setting
Unit 7
Information
Processing
Unit 8
Resources
& Support
Unit
9
Self-
Talk
Unit 10
Reward
Yourself
Unit 11
Self-
Assessment
Evaluate and identify courses they will complete
without assistance and those they need additional
assistance in.
I R R R M
Practice desired academic self-regulated behaviors p I R R R R R R R R M
Design a strategy plan to maintain motivation that
addresses value, self-efficacy and emotional
patterns.
p I R R R R R R R M
Apply strategies for emotion-control /management
to achieve desired outcomes
p P p I R R R R R R M
Practice metacognitive control (persistence) to
achieve desired outcomes
p p p p I R R R R R M
Create SMART goals to improve academic
achievement.
p I R R R R M
Select study strategies that optimize information
processing & transfer to long-term memory.
p p I R R R M
Identify resources and support to resolve academic
conflict to achieve desired outcomes.
p p I R R M
Apply positive self-talk to maintain motivation, MC
and SR behaviors
p I R R R R R M
Identify reasonable rewards to acknowledge
personal achievement of objectives
p I R R R R R R R M
Independently monitor progress towards achieving
academic goals.
I R R R R R R R R R M

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Teacher Resources

The goal of providing these teacher resources is to optimize students’ information processing through student-centered
instruction.

American Psychological Association, Coalition for Psychology in Schools and Education.
(2015). Top 20 principles from psychology for pre K–12 teaching and learning. Retrieved from
http://www.apa.org/ed/schools/cpse/top-twentyprinciples.pdf
Deans for Impact (2015). The Science of Learning. Austin, TX: Deans for Impact. Retrieved from
https://deansforimpact.org/wp-content/uploads/2016/12/The_Science_of_Learning.pdf
Deans for Impact (2017). Practice with Purpose. Austin, TX: Deans for Impact. Retrieved from
https://deansforimpact.org/wp-content/uploads/2016/12/Practice-with-Purpose_FOR-PRINT_113016.pdf
Video: Practice with Purpose https://youtu.be/wU8YzXvwDlk

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Collaboration Activities

Prior to engaging students in a collaborative activity make sure that group norms, student behavior expectations, roles and the
task’s goals are very clear.

The following are suggested activities to incorporate into any of the lessons at the teacher’s discretion and energy of the class.

● Allow students to create/share examples and non-examples to demonstrate understanding in the first half of each
lesson.
● Jigsaw: Assign groups different chunks of information to learn and teach to others.
● Gallery Walk: Students show ideas or work on “wall”. Groups rotate to discuss and leave feedback.
● Debate: Provide two opposing views for students to choose from and defend. They must justify and reason.
● Think-Pair-Share: Pose a question. Allow Think time. Have students pair up, discuss and share out.
● Quiz-Quiz-Trade: Give each student a question card. Students pair up, “quiz” each other, then trade cards and find a new
partner.
● Graffiti Wall: Display questions, work or images for groups to observe and discuss. Students rotate and leave written
thoughts.
● Corner Call: Each corner in the room is assigned a response to a question. Students choose and move to their chosen corner
for discussion/sharing.
● Mix to Music: To randomly pair ups students, play music while students move around in a preset pattern (determined by
teacher) and when the music stops, students pair up with someone in front of them. Easy for multiple pair ups.
● Learning Coach: One student tries a skill while the other provided “coaching” and then partners switch.
● Rate It: Partners or groups use rubric or checklist to discuss and rate work.

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Formative Assessment Tools on the Web

Formative assessment should be a quick glance of students’ comprehension levels to drive instruction. Formative
assessment does not have to have a grade attached to it, can be interactive, engaging and fun. Technology can provide
instant feedback to the teacher to decide what the next steps will be: move on, provide additional practice or re-teach.

Below are a few suggestions for your consideration as formative assessment tools.

● Socrative: quick quizzes and instant check of student comprehension. Provides percentages if you wish to assign
grades.

● Google Docs: create a survey and use as a quiz. Will provide answers on excel to display and discuss with the class.

● Kahoot: Live quiz game. Students may use computers, cell phones or other devices with internet access. Students can
create their own name (beware of what can be typed in). Winner(s) are displayed at end. Great tool for individual,
pairs, or small group answers.

● Quizziz: Kahoot-like

● Quizlet Live: Kahoot-like

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Section One: Research-Based Concepts
Lesson Plans & Assessments

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Course Overview: Introduction to the Problem and Importance of the Curriculum

Unit Duration: 55 minutes (consider taking up two days to implement this introductory lesson)

Introduction: This is the first unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach you how to identify academic strengths and areas of need based on your history of academic performance,
attendance and school behavior records.

Course Overview Materials
Presentation tools: videos, images,
Journal Entry Rubric
Success Plan (behavior contract)
Guest Speaker: Credible Model to share

Learner Characteristic Accommodations
Learners are high school students who have a history of low academic performance, poor attendance and displaying negative behaviors in the
classroom. Facilitator will provide students with choices to promote relationship building/trust & encourage student voice; teacher and students
will finalize the Journal Entry Rubric and a Success Plan.

Facilitator’s Notes
To encourage a relationship of mutual understanding with students, share personal experiences of academic, attendance and behavior challenges.
Describe the impact of poor decisions on academic outcomes and how these outcomes were perceived as learning opportunities. Embed your personal
story and that of cultural and age-appropriate models as it applies to the various concepts as they are previewed in the introductory lesson.

Journal Rubric & Success Plan: Use the existing rubric and Success Plan as a starting point but guide class through the adjustments needed for the class
to have consensus on the final version of these documents to be implemented. Make language student-friendly and use first-person language.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Introduction 7 Provide motivation by drawing the learners’
attention to the problem of struggling students who
may feel overwhelmed by school in general and how
they can take control of their experiences.
Introduce the course and purpose and
goal using images and video to show a
struggling student.
https://www.youtube.com/watch?v=Wg
fq4HmC1aU&feature=youtu.be
Students write down
their personal goal for
the course and how
they can immediately
apply it.

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“Do you feel like school just isn’t for you, but you
have goals and dreams you’d like to achieve in
your life?” “Were you once successful in school
and now feel challenged so much that school is
overwhelming?” “Do you want to be successful in
what you set your mind to?”
Show images of a student wearing a cap
and gown at the graduation ceremony.

Ask the learners to write down their
personal goal of what they want to get
out of the course and how they would
immediately apply it.
Course Goal 2 Introduce the course goal and outcomes:

To learn and apply self-regulation skills that improve
their motivation, emotion-management and
metacognition.
Present the course goal and outcomes. Students connect and
match the goal and
outcomes to their
personal goal and
application.
Reasons for
the Course

5 Stimulate motivation by describing the opportunity
being provided to the trainee and the risk that will
be avoided if the course is mastered:

You will learn to understand yourself, make
decisions that are proactive and supportive of
your academic goals and be able to apply these
skills to all aspects of your life. Without self-
regulation, it is likely that students do not
achieve their desired outcomes such as earning a
high school diploma.
Ask the students to think about these
questions: “What is the value for me
in this course” and “Can I do it?” and
“Will I need and use what I will learn
in my job?”

Students think about
their answers and
connect their personal
goals with the course
goals.
Course
Overview

38 Show all the units in the course to provide a mental
model and assist students to organize their learning.
Show the sequence of the course table (p. 3).

Provide an introductory guest speaker (a credible
model who is near in age and relates to students.
This guest will share their experience and discuss the
benefits of self-regulatory behaviors.). The teacher
will discuss the importance of ninth grade, parent
relationships and developmental phases that
adolescents go through. Show the video about what
neuroscience research demonstrates happens to the
brain of a teen.

Use a visual model to show the units in
the course and how each relates to
achieving the course goal. Describe the
reasoning for sequencing the units.

Describe how the units are structured,
the overarching design of the units, and
some of the common components and
activities that each unit provides.

Provide time for guest speaker to share
their story and discuss experiences and
benefits of self-regulatory behaviors.

Students follow the
model and make notes
of how each unit
applies to their
personal goals and
reasons for taking the
course.

Students will ask
clarifying questions

Students determine
Distinguished,
Proficient, Basic and
Unsatisfactory criteria

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Allow time to ask clarifying questions. About 10
minutes.

Using the current Journal Entry Rubric (p. 11)
provided as a starting draft, , teacher and students
will co-develop a final Journal Entry Rubric to
promote student buy-in.

Journal Entry: Students will describe 3 things that
are new knowledge for them and reflect on how it
will be useful to them in making productive decisions
moving forward. Provide examples and make
references to support claims.

Teacher will ask students to describe 3
things that are new knowledge to them
and write about how these 3 things will
help them make productive decisions
moving forward. Students will provide
examples and make references to
support claims. (BASELINE measure to
gauge students’ knowledge of making
claims and justifying them)- not
graded but compared to rubric for
informational purposes only.

Teacher leads discussion on criteria for
good journal writing and Journal Entry
Rubric is adjusted to students’
consensus.

Students write their first journal entry
and use rubric as a guide.
for each section of the
rubric.

Students reflect on new
knowledge learned
today and describe 3
things they believe will
be useful to them
moving forward.
Total Time 55

OPTIONAL Video: Brain Changes During Adolescence https://youtu.be/5Fa8U6BkhNo

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Journal Entry Rubric
Distinguished (3 points) Proficient (2 points) Basic (1 point) Unsatisfactory (0 point)
I have demonstrated a FULL and
COMPLETE understanding of all
content and practices essential to this
task.
I have demonstrated ADEQUATE
understanding of the content and
practices essential to this task.
I have demonstrated PARTIAL
understanding of the content and
practices essential to this task.
I have demonstrated MERELY AN
ACQUAINTANCE with the topic
or provided a completely incorrect or
uninterpretable response.
● Complete sentences and
appropriate punctuation was used
to appropriately express
thoughts.
● The message is clear to the
reader.
● References are made to support
and justify each claim.
● At least one personal thought,
opinion and/or experience is
specifically used as an example
and/or non-example of the topic
being discussed.
● Next steps, using reflection, will
is clearly- stated.
● Minor flaws, such as occasional
misspellings, that do not make
the writing confusing are
allowed.
● Most sentences are complete
thoughts and appropriate
punctuation is used.
● It makes sense to the reader.
● Some references are made to
support and justify claims.
● A personal thought, opinion
and/or experience is mentioned
to make a point about the topic.
● Next steps, using reflection, is
mentioned.
● Minor flaws, such as
misspellings, that do not make
the writing confusing are
allowed.
● Some sentences are complete
thoughts and punctuation is used.
● It makes sense to the reader.
● Correct claims are made about
topic.
● A personal thought, opinion
and/or experience is mentioned.
● Next steps is alluded to.
● Some flaws, such as
misspellings, run-on sentences
and incomplete sentences may be
present but that do not make the
writing confusing are allowed.
● It does not make sense to the
reader as it relates to the topic.
● A personal thought, opinion
and/or experience is NOT
mentioned.
● NO mention of what next steps
will be.

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SUCCESS PLAN
Student Name and ID ######

The following agreement was developed by us, classmates, and teacher, to create a learning environment that is safe and
open to diversity.

In the best interest of all us and in an effort to maintain a positive environment, we agree to the following conditions:

1. We will use appropriate tone and language to communicate with each other.
2. We will speak respectfully to one another.
3. We will respect each other’s personal space and belongings.
4. We will listen to each other’s opinions, beliefs, and stories without interrupting.
5. We will acknowledge each other by greeting.
6. If there is a concern with a classmate, we will report concerns to the teacher instead of communicating concerns
directly to him/her/them.
7. If we disagree with one another, we will respectfully agree to disagree.
8. Other:

I understand that positive communication and interactions maintain a productive learning environment. I have
read and agree to the previously stated conditions.

__________________________________________ ________________
Student Date

__________________________________________ ________________
Teacher Date

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Unit 1: The Self: Know Your Strong Subjects and Those You Need Most Help With

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Unit 1: The Self- Know your strong subjects and those you need the most help with
Lesson 1.1: Identifying Academic Strengths and Needs

Unit Duration: 55 minutes

Introduction: This is the first unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach you how to identify academic strengths and areas of need based on your history of academic performance,
attendance and school behavior records.

Learning Objective(s)
Terminal Objective: Given the courses being taken, students will evaluate and identify courses they will complete without assistance and those they need
additional assistance.
Enabling Objective(s):
● Know the requirements of the courses being taken.
● Know what academic strengths and areas of need mean.
● Be able to analyze and interpret academic records (transcripts, report cards, attendance and behavior records) to identify academic/behavior strength
and area of need.
● Be able to compare academic strength and area of need with course requirements and make a list for each category: strengths/needs.
Connection to introductory activities: This is the first step in promoting self-regulation. Students will identify areas of strength and needs.

Lesson Materials:
Sample student semester report card, transcript, attendance, behavior records and current course schedule.
Access to computer with internet for accessing their own student profile.
Their own current class schedule, transcripts with history of courses and grades; attendance record from last school year; behavior record from middle school
to present.
Handout 1.1a: Content Strengths & Needs
Handout 1.1b: On-going Progress
Journal Entry /Rubric

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Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individual needs. Guidance through the process of
accessing the student portal, finding reports and interpreting reports will be provided as needed.

Facilitator’s Notes
Embed your personal experiences and discuss poor academic decisions as well as the outcomes from those poor decisions. Share what you learned from that
experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Have you ever wondered how you
are doing in a class?”; “have you ever approached a
teacher with questions about your grade and instead
got redirected to ask at a more convenient time?”;
“how do you independently access your own
academic performance information?”; “have you
ever taken a course in which you
‘felt’ you are doing well and are shocked when your
final grades is a ‘D’ or an ‘F’?” “Are you convinced
that you are a poor student in a subject but continue
to pass that content area with minimal support?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, will promote
learning and motivation.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of
“agency” in the monitoring and
identification process of areas of
need.

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Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to identify the courses they can
pass independently and identify courses in which
they need academic support.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Students listen to and read objective
to make connections between what
they know and what they don’t know
about the task objective and assessing
their SE (motivation/behavior).
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: being able to independently access academic
records to determine if adjustments in the study process
need to be made or additional support is needed to reach
desired outcome. Using data to identify patterns in
learning will lead to evidence-based conclusions.

Risks Avoided: perceptions can be influenced by
personal preferences and can lead to misjudging content
areas of strength and need. Example: you may not like
English and identify this as an area of need when it’s
the course you need minimal support in and always
complete these courses with a C or better. Whereas, you
may struggle in math concepts and need additional
support, but you assume this is a fixed level of
performance and do not seek support to improve.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Student listens and reads the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
5 Prior knowledge: Students will be prompted to
identify the content of a report card: grades earned,
behavior notes will be discussed. Most students are
familiar with their usual report cards.

Gauge knowledge of transcripts: With a show of hands,
students will tell how many are familiar with academic
transcripts.

New Knowledge: GRADES- compare familiar report
card to transcript. Explain that a transcript is an
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Student listens and watches
presentation of overview with guiding
questions and handouts and reviews
learning strategies needed in order to
be successful in meeting the lesson’s
desired outcome.

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are going to
learn...and how
you are going to
learn it.)
accumulation of semester report cards. We’ll be
looking for the same set of semester grades and credits
earned from report card and on transcript.

Learning Strategies:
Students will associate the purpose of a report card to a
transcript. Will apply knowledge to identifying common
components, comparing data on both documents and
will evaluate data on transcripts to identify academic
patterns in grades, attendance, and behavior.
Presentation of procedural strategies through visual cues
and verbal guidance to highlighting key information on
documents.
Teacher will also provide
guiding questions that will
guide new knowledge: “what
is the purpose of a report
card?”, “what is an academic
transcript?”, “what is similar
about a semester report card
and academic transcript?”
“What are some differences
between a report card and
transcripts?”
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of agency and
regulation will be provided.

● Notion of agency in terms of education, is
when students take charge of their own
learning. Example: I wanted to learn to
skateboard, so I ask my friend to teach me the
basics. When I gained confidence and could
skate in a straight line without falling while
increasing my speed, I asked for guidance in
how to maneuver turns. Non-Example: I
wanted to learn to skateboard, but my friend
never offered to teach me how to skate.

● Academic self-regulation: an action-based
process that optimizes behavior to master
academic goals (Dinsmore, Alexander, &
Loughlin, 2008). Example: I wanted to learn
Teacher present using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge related
to comparing, evaluating, and
identifying patterns in
performance data.

This will be done by drawing
cards out of a jar. Each
student will draw a card and
prompt students in
identifying a component to
review. The student who
draws the card will read it
and the other students will
raise their hand to volunteer
an answer. Effort will be
acknowledged even if answer
is not correct. Students and
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Student engages in quick check on the
learning quiz to review prerequisite
knowledge.

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to skateboard in one week. I asked my friend
to teach me the basics. Each day, I met up with
him, so he could guide me. When I fell of the
board, I’d ask him to video my ride, so I could
see where I was making mistakes and improve
my technique. When I gained confidence and
could skate in a straight line without falling
while increasing my speed, I asked my friend
for step-by-step guidance in how to maneuver
turns. By the end of the week, I was able to
ride around town without falling or putting
anyone else at risk. NOTE: This example
includes self-regulatory behavior that’s
inclusive of motivation, behavior management,
and metacognition. Non-Example: I wanted
to learn to skateboard in one week. I asked my
friend to teach me the basics. Each day, we’d
set a time and location to meet up but, on most
days, something would come up and I
wouldn’t show up. When I did meet up with
him, I fell off the board so often I just knew it
wasn’t going to be a skill I could learn so I just
stopped meeting up with him, never practiced
on my own and never learned to skateboard.

Students will be asked to come up with an example and
non-example of Agency and Self-Regulation to
demonstrate understanding of the definitions.
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
5 Using a sample school report card, teacher will model
the identification of the various components of a report
card such as name, identification number to confirm
that it is the correct data for that student. Date of birth
and other identifying information will also be checked
to confirm that it is the appropriate data for that student.

The teacher will demonstrate
and follow up with prompts
to justify the answer with
evidence from the data.
Students watch the lecture, engage in
the analysis of the data provided and
takes notes or jot down key terms
about the process of analysis and
interpretation as well the justification
of conclusion.

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Course, progress report grade and semester report
grades will be located and discussed to determine the
purpose of each item.

Grade history will be analyzed, and courses and grades
will be sorted onto a separate handout in chronological
order, “Strengths & Needs” to identify academic
strengths and needs. Courses and grades with two
semester grades of C or above will be listed under
“Strengths”. Courses with at least a semester grade of D
or F will be listed under “Needs”.

Once all grades, since the start of middle school through
the present, are sorted student will analyze for patterns.
Is there a history of always passing reading and a
pattern of failing math? Perhaps, math was a strength
in 6
th
grade but grades began to decline in mid-7
th
grade
when math content was heavy in abstract math
concepts.

Current courses will be analyzed and discussed to
clarify student responsibilities.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own report card.

Students will then follow the same process that was
modeled with some teacher guidance and feedback for
ensuring that the appropriate academic transcript record
is being reviewed.

Students will seek patterns of academic performance in
the academic data to determine which courses are
challenging and which courses are areas of strength. As
Students will be prompted
and guided through an
analysis of why the identified
pattern exists where it
occurred.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
Students take data, seek patterns of
academic progress/decline per content
area and identify strengths and area of
need. Notes will be written on the
materials being used to recall their
steps and thoughts of the process and
findings.

Students will have multiple
opportunities to succeed and

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patterns are recognized, students will justify and support
findings with data. Practice with feedback is untimed
and ungraded.

Current course schedule will be analyzed and discussed.
Course syllabi will clarify requirements for each course
on current course schedule to fully understand student
and teacher academic responsibilities.

The analysis of academic history and clarification of
current demands will drive a support plan (in Unit 3).
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses that has been
appropriately justified with
the data, have not been
successful then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify strengths and needs prior to
moving on to the authentic
assessment.

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Authentic
Assessment
10 Students will be provided with report card, transcript
and a “Content Strengths & Needs” handout. Students
will independently analyze data, recognize patterns, and
justify conclusions supported by data.

Students will reflect and journal on the questions posed.
The rubric for journal grading will be explained and
discussed. Students can ask clarifying questions about
the rubric if needed.

Teacher provides assessment
materials and questions,
mastery criteria and
corrective feedback as
needed.

Journal Rubric will be
applied:

Students will be asked to
reflect and journal on the
questions posed:
1- What does the data
demonstrate is an academic
strength? 2- What does the
data demonstrate is an
academic area of need?
Students will be asked to respond to a
couple of questions: 1- What does the
data demonstrate is an academic
strength? 2- What does the data
demonstrate is an academic area of
need?
Retention and
Transfer
4 Connections made to similar procedure for analyzing,
identifying patterns, and using data to justify findings.

Teacher will provide students
with “On-Going Progress”
handout to practice
monitoring their academic
progress for the next 9 weeks.
Students will use the “On-Going
Progress” handout to practice
monitoring their academic progress
for the next 9 weeks.
Big Ideas 1 Review and re-motivate: Review academic strengths
and needs. Understanding the requirements of current
courses will provide a realistic measure of autonomy
and support needed to achieve desired outcomes.

Teacher asks students to do a
quick write about how this
new knowledge of their grade
patterns drives their
perception of their abilities.

Using Poll Everywhere,
teacher will ask students to
use their quick write to create
Students will use their notes about
their identified academic
strengths/needs based on their grade
history to reflect on the process and
findings.

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a short phrase about their
identified academic
strengths/needs based on their
grade history.
Example: I’m good at math!
Advance
Organizer for
the Next Unit
Connections made to similar procedure for seeking
patterns of school attendance and associating those
patterns to learning outcomes.
Teacher previews next lesson
by drawing connections
between academic
performance, school
attendance and behavior
patterns.
Students write notes connecting the
ideas and strategies in connecting
grades to school attendance.
Total Time 55 min

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Handout 1.1a
Content Strengths & Needs
Directions: Enter course data from your academic transcript into the table below. Cluster by content area: English, Math, Social
Science, Science, Electives.

Areas of Strength Areas of Need
Content
Area
Course Grade
(C- or better)
Content
Area
Course Grade
(D+ or lower)

Using the information, you’ve sorted above, what can you identify as an academic strength and the area you need most help with?

Considering your academic history and looking at your current course schedule, what course will you need the most support in?

Based on the data above, what current course do you expect to be more independent in?

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Handout 1.1b
On-Going Progress
Directions: Enter courses’ names from your current schedule into the table below. EACH week you will record your grade
percentage into the table. Keep in mind grades will fluctuate but make the effort to maintain grade above 70%.

+90%
Outstanding!
90-80%
Great!
70-80%
Good; seek support (tutoring)
Below 70%
Seek assistance (1-on-1)

Wk 1 Wk 2 Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Wk 9
Date >>
Course

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Unit 1: The Self- Know your strong subjects and those you need the most help with
Lesson 1.2: Identifying Attendance Patterns

Unit Duration: 55 minutes

Introduction: This is the first unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach you how to identify academic strengths and areas of need based on your history of academic performance,
attendance and school behavior records.

Learning Objective(s)
Terminal Objective: Given the courses being taken, students will evaluate and identify courses they will complete without assistance and those they need
additional assistance.
Enabling Objective(s):
● Know the requirements of the courses being taken.
● Know what academic strengths and areas of need mean.
● Be able to analyze and interpret academic records (transcripts, report cards, attendance, and behavior records) to identify academic/behavior strength
and area of need.
● Be able to compare academic strength and area of need with course requirements and make a list for each category: strengths/needs.

Lesson Materials:
Sample student semester report card, transcript, attendance, behavior records and current course schedule.
Access to computer with internet for accessing their own student profile.
Their own current class schedule, transcripts with history of courses and grades; attendance record from last school year; behavior record from middle school
to present.
Handouts 1.2 a & b: Attendance/Behavior Analysis
Journal/Rubric

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Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individualized needs. Guidance through the process
of accessing the student portal, finding reports and interpreting reports will be provided as needed.

Facilitator’s Notes
It is essential to associate school attendance to academic outcomes; impact on daily learning, depth of knowledge and ability to transfer new knowledge.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “what significance does attendance
hold on academic outcomes?” “What evidence do we
have to demonstrate this significance?” “Can we see a
relationship between attendance and final grade?”
Instructor will ask guiding questions
that establish a lens that focuses
attention to a problem that needs to
be solved. It activates thinking and
allows a learner to consider ways in
which the question related to a
personal experience. Using relatable
examples, the learner can engage
with the content without anxiety or
immediate need for scaffolding.
Learner thinks about the
questions being asked,
attaching personal experience
to the proposed problem.
Learners engage in the “have
you ever…” or “how” by
relating to their own academic
experience. Each step will lead
to additional steps designed to
increase their awareness of
“agency” in the monitoring
and identification process of
areas of need based on
attendance data.

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Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will identify attendance patterns and
courses that are affected by these patterns.

Students will analyze patterns, reflect, and describe
possible reasons for these patterns.
Teacher paraphrases the objective
aloud through relating the questions
to the learning objectives and
purpose of the lessons.

Teacher writes agenda in its
designated area on the board prior to
class.
Students listen to teacher
paraphrase and reads
objectives.

Agenda is on its designated
area on the board.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: being able to independently access
attendance records to determine what adjustments in
attendance need to be made to reach desired academic
outcome. Using data to identify patterns in school
attendance will lead to evidence-based conclusions.

Risks Avoided: perceptions can be influenced by
personal preferences and can lead to a disconnect
between attendance and academic outcomes. Example:
you may miss school once a week, a Monday or Friday,
regularly and feel confident that you are catching up on
the work you missed. However, you are most likely
missing important conversations that are introductory or
concluding exercises that impact the depth of
knowledge and impact your performance on
assessments.
Teacher states the reasons for
learning the material and the risks
avoided. Key points will be stated
aloud while others will be bullet
points on the screen.
Students listens and reads the
reasons for learning. Visual
symbols/icons for benefits and
risks will be used and will
reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

5 Prior knowledge: provide students with a sample
report card from their school. Students will be prompted
to identify attendance information. Most students are
familiar with their usual report cards.

Gauge knowledge of detailed attendance record: With a
show of hands, students will tell how many are familiar
with attendance records.
Teacher describes and explains prior
knowledge as well as learning
strategies including:
· the order of instructional
activities
· Related tasks including outside
readings, lecture, practice, and
assessment.
Students listen and watch
presentation of overview with
guiding questions and
handouts and reviews learning
strategies needed to be
successful in meeting the
lesson’s desired outcome.

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(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)

New Knowledge: ATTENDANCE DATA- compare
familiar report card to detailed attendance record.
Explain all headings and symbols on detailed
attendance record. We’ll be looking to match the total
number of absences/tardies per period/course on the
report card to the absences/tardies noted in detail (by
date and period) on the attendance report.

Learning Strategies:
Students will associate the purpose of an attendance
summary in a report card to an attendance report. Will
apply knowledge to identifying components of each
document, comparing data on both documents and will
evaluate data on attendance report and discuss how
attendance patterns associate with grades. Presentation
of procedural strategies through visual cues and verbal
guidance to highlighting key information on documents.

Teacher will also provide guiding
questions that will guide new
knowledge: “what is the purpose of
an attendance summary in the report
card?”, “what is an attendance
record?”, “what is similar about the
attendance summary in report card
and a detailed attendance report?”
“What are some differences between
the attendance summary in the report
card and attendance report? Why?”
Prerequisite
Knowledge
7 Review of purpose of course and unit goal will be
provided to activate prior knowledge and prepare
learner for the new knowledge.

Definitions and examples/non-examples of Topics
include: agency and, regulation self-monitoring will be
provided.

● Notion of agency in terms of education, is
when students take charge of their own
learning.

● Academic self-regulation: an action-based
process that optimizes behavior to master
academic goals (Dinsmore, Alexander, &
Loughlin, 2008).
Teacher present using visual and
verbal cues to review prerequisite
knowledge and how that knowledge
related to comparing, evaluating, and
identifying patterns in performance
data.

This will be done in a “popcorn”
format. A volunteer will identify a
component to recall from the
previous lesson. Once done, s/he will
call on a peer to recall another
component to highlight from the
previous lesson. Effort will be
acknowledged even if information is
Students read and watch short
presentation of prerequisite
and prior knowledge to
prepare for learning material.

Student engages in quick
check to review prerequisite
knowledge.

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Academic strengths and needs from previous lesson will
be briefly reviewed.
not correct or complete. Students
and teacher will provide corrective
feedback immediately if answer
provided is incomplete or incorrect.

Moreover, teacher will compare new
knowledge to known knowledge
through analogies and examples in
teacher’s learning experiences to
demonstrate that teacher has also
been challenged, learned to improve
skills and has overcome learning
difficulties; making teacher very
relatable to students.
Learning
Guidance
- Lecture
- Demo.
5 Using data for semester one of previous year-

Connecting to prior knowledge: Students will
analyze and identify the various components of a report
card such as name, identification number to confirm
that it is the correct data for that student. Date of birth
and other identifying information will also be checked
to confirm that it is the appropriate data for that student.

New knowledge: Teacher will model the analysis of a
sample Student Attendance Summary. Course,
attendance summary per course will be located on the
report card and discussed to determine the purpose of
each item.
Attendance codes/entries will be highlighted and
analyzed. Weekly absences/tardies by period will be
sorted onto a separate handout, “Attendance Analysis”,
in chronological order to identify attendance patterns.

Teacher will ask for a volunteer to
share a pattern they have identified.
The student will be prompted to
justify their answer with evidence
from the data. Student will be
prompted and guided through an
analysis of why the identified pattern
exists where it occurred.
Students watch the lecture,
engage in the analysis of the
data provided and takes notes
or jot down key terms about
the process of analysis and
interpretation as well the
justification of conclusion.

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Is there a pattern of tardies during first period?
Perhaps, morning practices need adjusting. Is there
a pattern of absences after lunch? Is it due to the
course rigor? Difficulty with attention after lunch?

Identified attendance patterns will be compared to
grades. Students will determine if there is an association
between attendance and performance outcomes.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above with their own report card and Student
Attendance Summary.

Students will seek attendance patterns and compare to
academic data from previous lesson (1.1) to identify
associations between attendance and academic
performance. As associations are made, students will
support findings with data.

Practice is untimed and ungraded. Feedback will be
provided.

The teacher will acknowledge effort
made by those who volunteer to
share their response or ask clarifying
questions. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher to
guide students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying correct and
complete responses that has been
appropriately justified with the data,
have not been successful then the
teacher will provide the correct and
complete response and students will
engage in additional practice with
corrective feedback.
When the correct and complete
response is provided, the group may
move on to authentic assessment.
Students take data, seek
patterns of attendance and
match to a content area. They
use their findings and reflect
on how attendance impacts
their daily learning, depth of
knowledge and transfer
leading to academic outcomes.

Students will have multiple
opportunities to succeed and
demonstrate proficiency
before the assessment.

Students will acknowledge
and discuss the content areas
affected by poor attendance
prior to moving on to the
authentic assessment.

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Authentic
Assessment
10 Students will be provided with report card, attendance
report and “Attendance Analysis” handout.

Students will independently analyze data, recognize
patterns and identify specific courses affected by
attendance patterns. Students will compare courses
affected to areas of academic strength and needs to
identify associations. Students will also discuss
associations and support it with data.
Teacher provides assessment
materials and questions, mastery
criteria and corrective feedback as
needed. See the assessment plan for
the criterion level toward
proficiency.
Students will be asked to
reflect and journal to a couple
of questions: 1- What does
the attendance data
demonstrate? 2- How is
attendance significant to
academic outcomes?

Journal Rubric will be applied
Retention and
Transfer
4 Connections made to similar procedure for analyzing,
identifying patterns, and using data to justify findings.
Teacher provides and explains rubric
for performance assessment using
auditory and visual cues.

Teacher previews next lesson by
drawing connections between
academic performance, school
attendance and behavior patterns.
Students must write notes to
provide anecdotal narrative
about the application of
knowledge and skills
developed during the lesson to
on-going academic analysis.

Big Ideas 1 Significance of school attendance on academic
outcomes. Avoid having to catch up and minimize the
sense of “it’s too much to make up, why bother.”
Teacher asks students to share one
highlight of new knowledge gained
in today’s lesson.
Students will volunteer and
share a highlight from today’s
lesson.
Advance
Organizer for
the Next Unit
Associate classroom behavior to academic areas of
strength/needs and attendance.
Explain how grades, attendance and
classroom behavior are associated
and impact final learning outcomes.
Students take notes on
connections they predict
between strengths/needs,
attendance, and behaviors.
Total Time 55 min

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Handout 1.2a
Attendance Analysis
Directions: Enter data from your report cards and attendance report into the table below.
Entries Pattern Recognized? Course Semester Grade
Period
1
Period Absences
Tardies
Period
2
Period Absences
Tardies
Period
3
Period Absences
Tardies
Period
4
Period Absences
Tardies
Period
5
Period Absences
Tardies
Period
6
Period Absences
Tardies
Are there specific days of the week, times of the day, courses that are impacted by absences/tardies?

Which is the most missed course?

Which course do you have the best attendance in?

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Handout 1.2b
Attendance Analysis
Directions: Using the data collected in the previous page, write the course name, circle whether you had good or poor attendance
and describe associations you recognize between attendance and academic outcomes.

Course Grade Attendance Associations/Conclusion
good/poor

Course Grade Attendance Associations/Conclusion
good/poor

Course Grade Attendance Associations/Conclusion
good/poor

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Unit 1: The Self- Know your strong subjects and those you need the most help with
Lesson 1.3: Identifying Behavior Patterns

Unit Duration: 55 minutes

Introduction: This is the first unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach you how to identify academic strengths and areas of need based on your history of academic performance,
attendance and school behavior records.

Learning Objective(s)
Terminal Objective: Given the courses being taken, students will evaluate and identify courses they will complete without assistance and those they need
additional assistance.
Enabling Objective(s):
● Know the requirements of the courses being taken.
● Know what academic strengths and areas of need mean.
● Be able to analyze and interpret academic records (transcripts, report cards, attendance and behavior records) to identify academic/behavior strength
and area of need.
● Be able to compare academic strength and area of need with course requirements and make a list for each category: strengths/needs.

Lesson Materials:
Sample student semester report card, transcript, attendance, behavior records and current course schedule.
Access to computer with internet for accessing their own student profile.
Their own current class schedule, transcripts with history of courses and grades; attendance record from last school year; behavior record from middle school
to present.
Handout 1.3a: Behavior Entry Analysis
Handout 1.3b: Behavior Entry Analysis (used as assessment)
Journal Entry Rubric

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Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individual needs. Guidance through the process of
accessing the student portal, finding reports and interpreting reports will be provided as needed.

Facilitator’s Notes
It is essential to associate behavior in the classroom to academic outcomes; impact on presence in class that has an effect on daily learning, depth of knowledge
and ability to transfer new knowledge. Share personal experiences with students and discuss how negative behaviors impacted relationships/academic
outcomes. Discuss learning experiences and your current proactive decision-making process.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Have you ever disliked a course
and decided to distract yourself while you are there
because the course makes no sense to you?” “Did
you ever decide you wouldn’t cooperate with a
teacher because you didn’t get along with them?”
“What happened when you were called on to
respond to a teacher’s question?”
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience.

Teacher will use relatable
examples; the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Learners engage in the “have you
ever…” or “how” by relating to their
own academic/behavior experience.
Each step will lead to additional steps
designed to increase their awareness
of “agency” in the monitoring and
identification process of areas of need
based on behavior data.

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Learning
Objectives
1

Lesson objective is presented in writing and repeated
orally.

Students will identify behavior patterns, possible
triggers and courses that are affected.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: being able to independently access behavior
records to determine possible triggers, identify available
supports and adjustments that may need to be made to
reach desired academic outcome. Using data to identify
patterns in school behavior will lead to evidence-based
conclusions.

Risks Avoided: perceptions can be influenced by
personal preferences and can lead to a disconnect
between student and teacher and/or peers that may lead
to negative behavior incidents in school. Example: you
don’t align with the teacher’s teaching style or
personality/approach. You decide you won’t do
anything for them in class since they do nothing for
you. The teacher redirects you to focus on the
lesson/task and you don’t participate, perhaps you make
a comment that is perceived as inappropriate and you
end up in the office with a behavior referral to the dean.
The consequence keeps you out of class the remainder
of the class time and you lose access to the
lesson/materials which now impacts your grade.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
5 Prior knowledge: Teacher and students quickly review
the information on the report card; focusing on the
behavior code issued by teacher for each course.
Interpret the behavior code using the key on the back of
the report card.

Teacher describes and
explains prior knowledge
such as making sure the
record is the appropriate one
and referring the familiar
report card but highlighting
Students listen and watch presentation
of overview with guiding questions
and handouts and reviews learning
strategies needed to be successful in
meeting the lesson’s desired outcome.

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- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
Provide students with a sample behavior report from
their school. Students will be prompted to identify
information such as locating name, ID#, behavior entry
date, type of entry: defiance, mutual combat, profanity,
etc., notes about incident and consequence issued.

Gauge knowledge of detailed behavior entry summary:
With a show of hands, students will tell how many are
familiar with behavior records.

New knowledge: BEHAVIOR DATA- compare
familiar report card to detailed behavior entry summary.
Explains all headings and components to detailed
behavior entry summary.

Behavior entries may be positive recognition entries
made by teachers and negative behavior entries made by
dean of discipline based on behavior referrals made by
teachers and other staff.

We’ll be looking to identify behavior patterns on
detailed summary. Once patterns are identified, match
it to codes noted on the report card per course.

Learning Strategies:
Students will associate the purpose of behavior codes in
a report card and compare it to the details on the
behavior entry summary. Will apply knowledge to
identifying components of each document, comparing
data on both documents and will evaluate data on
behavior summary and discuss how behavior patterns
associate to behavior codes on report card. Presentation
the behavior codes assigned
by teacher.

Teacher will also provide
guiding questions that will
guide new knowledge: “what
is the purpose of a behavior
entry summary in the
report card?”, “what is a
behavior entry summary?”,
“what is similar about the
report card and a detailed
behavior entry summary?”
“What are some differences
between the two forms?
Why is that?”

Highlight details in behavior
entries and point out that
positive entries are noted too.

The report card behavior code
is a glimpse that may point to
overall behavior and effort
exerted in class.

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of procedural strategies through visual cues and verbal
guidance to highlighting key information on documents.
Prerequisite
Knowledge
7 Review of purpose of course and unit goal will be
provided to activate prior knowledge and prepare
learner for the new knowledge.

Definitions and examples/non-examples of Topics
include: agency and, regulation self-monitoring will be
provided.

● Notion of agency in terms of education, is
when students take charge of their own
learning.

● Academic self-regulation: an action-based
process that optimizes behavior to master
academic goals (Dinsmore, Alexander, &
Loughlin, 2008).

Academic strengths and needs from previous lesson will
be briefly reviewed
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge related
to comparing, evaluating, and
identifying patterns in
performance data.

Review of material will be
done by asking for volunteers
who would like to share what
they recall from the previous
two lessons.

Effort will be acknowledged
even if information is not
correct or complete. Students
and teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
Students read and watch short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
5 Using behavior data from middle school, grades 6-8-

Students will review how to analyze and identify the
various components of a report card such as name,
identification number to confirm that it is the correct
data for that student. Date of birth and other identifying
information will also be checked to confirm that it is the
appropriate data for that student.

Using a sample report card, teacher will model how to
interpret behavior codes that summarize behavior per
course.

Behavior details will be entered onto the “Behavior
Analysis” handout 1.3a in chronological order to
analyze behaviors

Is there a pattern of behaviors in a specific
class/subject? Perhaps, you act out in classes where
you are surrounded by your own friends? Or where
you don’t know anyone? Is there a pattern of
defiance towards a specific gender? Difficulty with
emotion-management after snack or lunch?

Identified behavior patterns will be further analyzed to
attempt to identify triggers. Students will determine if
there is an association between behavior pattern and
academic performance outcomes.

Teacher will ask for a
volunteer to share a pattern
they have identified.

Students will be prompted to
justify their answer with
evidence from the data.
Students will be prompted
and guided through an
analysis of why the identified
pattern exists where it
occurred.
Students volunteer to review initial
component and then watch the
lecture, engage in the analysis of the
data provided and takes notes or jot
down key terms about the process of
analysis and interpretation as well the
justification of conclusion.

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Questions from the “Behavior Analysis” handout 1.3b
(to be used as the lesson’s assessment) will be
previewed to trigger reflection and interpret data to
identify findings from behavior history:

Discuss patterns you recognize. Consider the
following prompts.
● Are behavior incidents occurring during a
specific time of the school day?
● Are there specific individuals engaging in
the incident with you?
● Do these behaviors occur in the presence
of the same teacher?
● What do you think triggered your reaction
in the pattern you recognized?
● Where do you display the most
counterproductive behaviors?
● Where do you display the most productive
behaviors?
Practice and
Feedback
15 Students will then follow the same process using their
own report card.

Practice occurs at each step of the procedure listed
above.

Students will seek behavior patterns and compare to
academic and attendance data from previous lessons
(1.1 & 1.2) to identify associations between academic
strengths/needs, attendance, and behaviors on overall
academic performance. As associations are made,
students will support findings with data.

The teacher will acknowledge
effort made by those who
volunteer to share their
response or ask clarifying
questions. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
Students take data, seek patterns of
attendance and match to a content
area (using the “Behavior Analysis”
handout, page 1.

They use their findings and reflect on
how behavior impacts depth of
knowledge and transfer leading to
academic outcomes- practice
assessment questions with prompts
from page 2 of the “Behavior
Analysis” handout.

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Questions from the “Behavior Analysis” handout 1.3b
(to be used as the lesson’s assessment) will be
discussed. Students will take a minute to reflect and
volunteers will provide examples and non-examples for
each prompt:

Discuss patterns you recognize. Consider the
following prompts.
● Are behavior incidents occurring during a
specific time of the school day?
● Are there specific individuals engaging in
the incident with you?
● Do these behaviors occur in the presence
of the same teacher?
● What do you think triggered your reaction
in the pattern you recognized?
● Where do you display the most
counterproductive behaviors?
● Where do you display the most productive
behaviors?

Practice is untimed and ungraded. Feedback will be
provided.

intention of identifying
correct and complete
responses that has been
appropriately justified with
the data, have not been
successful then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct and
complete response is
provided, the group may
move on to authentic
assessment.
Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will acknowledge and
discuss the content areas affected by
poor behavior prior to moving on to
the authentic assessment.

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Authentic
Assessment
10 Students will be provided with report card, behavior
entry summary and “Behavior Analysis” handout 1.3b.

Using their data and findings, will complete the
“Behavior Analysis” handout 1.3b. Students will
independently analyze data, recognize patterns and
identify specific courses affected by attendance
patterns. Students will compare courses affected to
areas of academic strength and needs to identify
associations. Students will also discuss associations and
support it with data.
Teacher provides assessment
materials and questions,
mastery criteria and
corrective feedback as
needed. See the assessment
plan for the criterion level
toward mastery.
Students will be asked to respond to a
couple of questions in their journal: 1-
What does the behavior data
demonstrate? 2- How is behavior
significant to academic outcomes?
Use data to support your claims.

Journal Entry Rubric will be applied.
Retention and
Transfer
4 Connections made to similar procedure for analyzing,
identifying patterns, and using data to justify findings.
Teacher provides and explain
rubric for performance
assessment using auditory
and visual cues.

Teacher previews next lesson
by drawing connections
between academic
performance, school
attendance and behavior
patterns.
Students will volunteer to explain the
Journal Entry Rubric.

Using notes from today’s process,
students will
Big Ideas 1 Significance of school behavior on the quality of their
learning.
Teacher asks students to
share one highlights of new
knowledge gained in today’s
lesson by providing an
example and non-example
appropriate behaviors
promote daily learning.
Students will volunteer and share a
highlight (example and/or non-
example) from today’s lesson.

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Advance
Organizer for
the Next Unit
Associate overall academic strategies to independent
living skills as a young adult. How do today’s
academic habits carry over into daily living habits
post-secondary?
Explain how academic habits
are associated and will
impact living skills as a
young adult.

Poor school attendance may
lead to poor work attendance.

Low effort in school may
translate to low effort at
work.

Difficulties with behavior-
management may translate to
poor behavior at work and in
the home.
Students take notes on connections
they predict between overall
academic behaviors and transfer of
that skill-set into adult life, post-
secondary.
Total Time 55 min

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Handout 1.3a
Behavior Analysis
Directions: Using the data from the Behavior Entry Summary write the course name, teacher’s name and briefly describe incident.

Circle
one
Entry & Possible Trigger
Other students involved?
Grade
Level
Teacher Location
Before School
Snack
Lunch
Classroom
After School

Before School
Snack
Lunch
Classroom
After School

Before School
Snack
Lunch
Classroom
After School

Before School
Snack
Lunch
Classroom
After School

Before School
Snack
Lunch
Classroom
After School

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Handout 1.3b

Discuss patterns you recognize. Consider the following prompts.
● Are behavior incidents occurring during a specific time of the school day?
● Are there specific individuals engaging in the incident with you?
● Do these behaviors occur in the presence of the same teacher?
● What do you think triggered your reaction in the pattern you recognized?
● Where do you display the most counterproductive behaviors?
● Where do you display the most productive behaviors?

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Unit 1: The Self- Know your strong subjects and those you need the most help with
Lesson 1.4: Focusing on Areas of Strength and Needs

Unit Duration: 55 minutes

Introduction: This is the first unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach you how to identify academic strengths and areas of need based on your history of academic performance,
attendance, and school behavior records.

Learning Objective(s)
Terminal Objective: Given the courses being taken, students will evaluate and identify courses they will complete without assistance and those they need
additional assistance.
Enabling Objective(s):
● Know the requirements of the courses being taken.
● Know what academic strengths and areas of need mean.
● Be able to analyze and interpret academic records (transcripts, report cards, attendance and behavior records) to identify academic/behavior strength
and area of need.
● Be able to compare academic strength and area of need with course requirements and make a list for each category: strengths/needs.

Lesson Materials:
Student semester report card, transcript, attendance, behavior records and current course schedule.
Access to computer with internet for accessing their own student profile.
Their own current class schedule, transcripts with history of courses and grades; attendance record from last school year; behavior record from middle school
to present.

Assessment Handout: Overall Strengths & Needs
Journal Entry Rubric

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Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individual needs. Guidance through the process of
accessing the student portal, finding reports and interpreting reports will be provided as needed.

Facilitator’s Notes
It is essential to associate behavior in the classroom to academic outcomes; impact on depth of knowledge and ability to transfer new knowledge. Share
personal experiences with students and discuss how overall academic habits directly impact academic outcomes. Discuss learning experiences and your current
proactive decision-making process.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Have you ever dreamed
big but didn’t care for school much?”
“Have you told yourself that school isn’t
important, but you will be a successful
adult?” “So, what if you don’t graduate
from high school, because you're going to be
rich when you grow up”
Teacher will ask guiding questions
that establish a lens that focuses
attention to a problem that needs to be
solved. It activates thinking and
allows a learner to consider ways in
which the question related to a
personal experience.

Teacher will use relatable examples;
the learner can engage with the
content without anxiety or immediate
need for scaffolding.
Students think about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic/behavior experience.
Each step will lead to additional steps
designed to increase their awareness
of “agency” in the monitoring and
identification process of areas of need
based on behavior data.

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Learning
Objectives
1

Lesson objective is presented in writing and
repeated orally.

Students will identify and journal about
their academic strengths and areas of need
based on all three data sets and reflections:
grade history, attendance patterns and
behavior, the analysis process, and
conclusions about their decisions now
impact their future.
Teachers states the objective aloud
through relating the questions to the
learning objectives and purpose of the
lessons.
Students listen to and read objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: being able to independently access
all academic records (grades history,
attendance, and behavior) to identify patterns
and determine possible triggers to identify
available supports and adjustments that may
need to be made to reach desired academic
outcome.

Risks Avoided: perceptions can be influenced
by personal preferences and can lead to a
disconnect between student and teacher and/or
peers that may lead to low academic outcomes.
Example: You practice habits that are
counterproductive to academic success and
carry those counterproductive habits into the
workforce as a young adult; hard lessons can
be avoided by correcting counterproductive
habits now.
Teacher states the reasons for learning
the material and the risks avoided.
Key points will be stated aloud while
others will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
5 Prior knowledge: Review the information and
findings from the last three lessons: academic
areas of strength and needs based on grade
history, attendance, and behavior patterns.
Teacher describes and explains prior
knowledge such conclusions based on
analysis of grades history, attendance
Students listen and watch presentation
of overview with guiding questions
and handouts and reviews learning

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- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)

Findings from the last three lessons will be
aligned to seek a larger pattern of behavior.

Using a bulleted list or a diagram, students will
discuss and generate a visual of the general
analysis process used in the last three lessons
to identify patterns.

Students will reflect on the process and discuss
what they have gained from the analysis
process and data-based conclusions of their
academic performance.

New Knowledge: OVERALL ANALYSIS-
Using the information gathered in the last three
lessons about course strengths/needs,
attendance and behavior, students will identify
overall strengths and areas to improve on.
EXAMPLE: most challenges arise in the
morning- low grades regardless of the course,
conflict with others before snack, most
absences and tardies occur in the morning.
Therefore, adjustments need to be made to the
morning routine and communication support
sought to minimize conflict with others in the
mornings.

Learning Strategies:
Using the handout, “Overall Strengths &
Needs”, students will look for meaningful
interpretations (bigger picture) of their
academic data.
and behavior patterns and possible
triggers.

Teacher will also provide guiding
questions that will guide new
knowledge: “what is the purpose of
recognizing our strengths and areas
of need? How can we use this
information to plan and set goals?

strategies needed to be successful in
meeting the lesson’s desired outcome.

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Students will reflect on their findings and
journal about their process in identifying these
strengths/needs and how these overall
strengths/needs should drive new goals,
support plans, and could impact future work
experiences.
Prerequisite
Knowledge
7 Review of purpose of course will be provided
to activate prior knowledge and prepare learner
for the new knowledge. Topics include:
agency, self-monitoring, and preview of self-
regulatory behavior that’s inclusive of
motivation, behavior management, and
metacognition.

Academic strengths/needs, attendance and
behavior patterns from previous lessons will be
reviewed and tied to today’s analysis of overall
strengths/needs.
Teacher present using visual and
verbal cues to review prerequisite
knowledge and how that knowledge
related to comparing, evaluating, and
identifying patterns in performance
data.

Review of material will be done by
asking for volunteers who would like
to share what they recall from the
previous two lessons.

Effort will be acknowledged even if
information is not correct or complete.
Students and teacher will provide
corrective feedback immediately if
answer provided is incomplete or
incorrect.

Moreover, teacher will compare new
knowledge to known knowledge
through analogies and examples in
teacher’s learning experiences to
demonstrate that teacher has also been
challenged, learned to improve skills
and has overcome learning
Students read and watch short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engages in quick check to
review prerequisite knowledge.

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difficulties; making teacher very
relatable to students.
Learning
Guidance
- Lecture
- Demo.
5 Using sample data and the “Overall Strengths
& Needs” handout, the teacher will model the
process for interpreting data and will enter
findings gathered from last three lessons.

Is there a pattern of academic outcomes that
points to specific times of the day or a
specific course?

Examples and non-examples will be
provided to clarify the expectation of
findings from analyzing the data.

Analyze overall academic behaviors to
determine where you need the most support.

Provide assessment journal entry questions for
students to preview assessment:
In your journal, write “Assessment
Entry” on the top of the page and
respond to the following questions:
1- What does the overall data demonstrate
about your overall academic strengths and
needs?
2- How do your daily academic habits
contribute to your learning outcomes?
3- What behaviors would you like to work
on to improve daily habits to carry into
adult life?
4- Identify your academic strength (the one
you can be most autonomous in) and an
Teacher will ask for a volunteer to
share a pattern they have identified.
The student will be prompted to
justify their answer with evidence
from the data. The student will be
prompted and guided through an
analysis of why the identified pattern
exists where it occurred.
Students watch the lecture, engage in
the analysis of the data provided and
takes notes or jot down key terms
about the process of analysis and
interpretation as well the justification
of conclusion.

Students will begin to process the
questions that will make up the
assessment:

In your journal, write
“Assessment Entry” on the top
of the page and respond to the
following questions:
1- What does the overall data
demonstrate about your overall
academic strengths and needs?
2- How do your daily academic
habits contribute to your learning
outcomes?
3- What behaviors would you like
to work on to improve daily habits
to carry into adult life?
4- Identify your academic strength
(the one you can be most
autonomous in) and an area of
need (one area in which you need
the most support in).

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area of need (one area in which you need
the most support in).
Practice and
Feedback
10 Practice occurs at each step of the procedure
listed above.

Students will use identified behavior patterns
in grades, attendance, and behavior data from
previous lessons (1.1, 1.2 & 1.3) to identify
overall academic performance. As associations
are made, students will support findings with
data and reflect on the process in their journal.
During practice, students will be given an
opportunity to share examples and non-
examples to demonstrate understanding of the
task analysis.

Practice is untimed and ungraded. Feedback
will be provided.

The teacher will acknowledge effort
made by those who volunteer to share
their response or ask clarifying
questions. When answers are not
correct or incomplete, immediate
prompts to correct or complete answer
will be made by teacher to guide
students to the correct and complete
response.

After a couple of attempts in
prompting students, with the intention
of identifying correct and complete
responses that has been appropriately
justified with the data, have not been
successful then the teacher will
provide the correct and complete
response and students will engage in
additional practice with corrective
feedback.

When the correct and complete
response is provided, the group may
move on to authentic assessment.
Students take data, seek patterns of
attendance and match to a content
area. They use their findings and
reflect on how behavior impacts
depth of knowledge and transfer
leading to academic outcomes.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will acknowledge and
discuss the content areas affected by
poor behavior prior to moving on to
the authentic assessment.

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Authentic
Assessment
15 Students will reflect on the analysis process to
identify their overall areas of strength and
needs.

Using the “Behavior Analysis”, student will
respond to reflection prompts; guided by the
Journal Entry Rubric.

In your journal, write “Assessment
Entry” on the top of the page and
respond to the following questions:
1- What does the overall data demonstrate
about your overall academic strengths and
needs?
2- How do your daily academic habits
contribute to your learning outcomes?
3- What behaviors would you like to work
on to improve daily habits to carry into
adult life?
4- Identify your academic strength (the one
you can be most autonomous in) and an
area of need (one area in which you need
the most support in).

Teacher provides assessment materials
and questions, mastery criteria and
corrective feedback as needed. See
the assessment plan for the criterion
level toward mastery.
ASSESSMENT JOURNAL ENTRY-

Students will be asked to respond to
questions in the last portion on
handout 1.4 (to be used as the
lesson’s assessment) will be
previewed to trigger reflection and
interpret data to identify findings
from behavior history:

In your journal, write
“Assessment Entry” on the top
of the page and respond to the
following questions:
1- What does the overall data
demonstrate about your overall
academic strengths and needs?
2- How do your daily academic
habits contribute to your learning
outcomes?
3- What behaviors would you like
to work on to improve daily habits
to carry into adult life?
4- Identify your academic strength
(the one you can be most
autonomous in) and an area of
need (one area in which you need
the most support in).

Journal Entry Rubric will be applied.

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Retention and
Transfer
4 Connections made to similar procedure for
analyzing, identifying patterns, and using data
to justify findings.
Teacher provides and explains rubric
for performance assessment using
auditory and visual cues.

Teacher previews next lesson by
drawing connections between
academic performance, school
attendance and behavior patterns.
Students will write notes about the
application of knowledge and skills
developed during the lesson.

Big Ideas 1 Significance of school attendance on academic
outcomes. Avoid having to catch up and
minimize the sense of “it’s too much to make
up, why bother.”
Teacher asks students to share one
highlight of new knowledge gained in
today’s lesson.
Students will volunteer and share a
highlight from today’s lesson.
Advance
Organizer for
the Next Unit
Associate overall academic strategies to
independent living skills as a young adult.
How do today’s academic habits carry over
into daily living habits post-secondary?
Explain how academic habits are
associated and will impact living skills
as a young adult.

Poor school attendance may lead to
poor work attendance.

Low effort in school may translate to
low effort at work.

Difficulties with behavior-
management may translate to poor
behavior at work and in the home.
Students take notes on connections
they predict between overall
academic behaviors and transfer of
that skill-set into adult life, post-
secondary.
Total Time 55 min

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Handout 1.4
Assessment: Overall Strengths & Needs
Directions: Enter course data from your academic transcript into the table below. Cluster by content area: English, Math, Social
Science, Science, Electives.

Taken from Handout 1.1a “Content Strengths & Needs”:
● What content area is your academic strength?
● What content area is your area of need?

Taken from Handout 1.2 “Attendance Analysis”:
● What course is the most missed due to absences?
● What course do you have the best attendance in?

Taken from Handout 1.3 “Behavior Analysis”:
● Where do you display the most counterproductive behaviors?
● Where do you display the most productive behaviors?

In your journal, write “Assessment Entry” on the top of the page and respond to the following questions:
1- What does the overall data demonstrate about your overall academic strengths and needs?
2- How do your daily academic habits contribute to your learning outcomes?
3- What behaviors would you like to work on to improve daily habits to carry into adult life?
4- Identify your academic strength (the one you can be most autonomous in) and an area of need (one area in which you need the
most support in).

The Journal Entry Rubric will be used to score journal entry.

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Unit 2: Self-Regulation

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Unit 2: Self-Regulation
Lesson 2.1: Introduction to Self-Regulation

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Learn Zimmerman’s phases and sub phases of self-regulation.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Analyze self-efficacy
● Examine your mind-set
● Identify desired academic behaviors.
Connections to previous unit: Students will learn about self-regulation in this unit and students will have a baseline of their own strengths and areas of need
as they move through the lessons in Unit 2.

Lesson Materials:
Dembo and Seli’s (2016) textbook- Motivation and Learning Strategies for College Success: A focus on self-regulated learning.
Square Post-Its (2x2”)
Large presentation Post-its (poster sized)
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Do you do everything you can to
optimize your learning? Do you ever question your
study habit or daily routines to be more productive?
What is effective learning behavior? How do you
keep track of your responsibilities? Are you ready to
make necessary changes to improve your learning?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will explore and summarize the frequency
of their use of the 6 steps of self-regulation skills as
described by Dembo and Seli (2016).
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
4 Benefits: being able to make personal connections to
self-regulatory behaviors to begin the self-observation
process.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and

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- Risks Avoided
Risks Avoided: being actively aware of academic
behaviors will minimize self-hindering behaviors.
Example: Knowing what self-regulatory behaviors look
like, will activate proactive behaviors to optimize
learning when studying. Behaviors will be adjusted to
promote learning.
be stated aloud while others
will be bullet points on the
screen.
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: students will know what their
academic strengths and areas of need are.

New Knowledge: students will be able to identify self-
regulatory behaviors that should be practiced to
improve academic outcomes.

Learning Strategies:
Students will identify and associate their own habits and
routines to self-regulated behaviors. Students will write
a current academic practice on a square post-it for each
of the Dembo and Seli (2016) self-regulatory skills and
categorize the square post-it under a skill (one skill per
presentation-sized post-it poster):
● Motivation
● Use of time
● Methods of learning
● Physical environment
● Social environment
● Monitoring performance
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “what
is the purpose of self-
regulated behavior?”, “why
is self-regulation important
to me?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
academic practices and decide which
self-regulatory skill it falls under.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

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Definitions and examples/non-examples of Topics
include: agency and, self-regulation will be reviewed.

As previously learned in Unit 1:
● Notion of agency in terms of education, is
when students take charge of their own
learning. Example: I wanted to learn to
skateboard, so I ask my friend to teach me the
basics. When I gained confidence and could
skate in a straight line without falling while
increasing my speed, I asked for guidance in
how to maneuver turns. Non-Example: I
wanted to learn to skateboard, but my friend
never offered to teach me how to skate.

● Self-regulation: self-regulated learners have
both metacognitive awareness and control.
○ Awareness: knowing how one learns
○ Control: Knowing how to monitor and
control one’s learning. (Mayer, 2011)
Example: I wanted to learn to skateboard in one week.
I asked my friend to teach me the basics. Each day, I
met up with him, so he could guide me. When I fell of
the board, I’d ask him to video my ride, so I could see
where I was making mistakes and improve my
technique. When I gained confidence and could skate
in a straight line without falling while increasing my
speed, I asked my friend for step-by-step guidance in
how to maneuver turns. By the end of the week, I was
able to ride around town without falling or putting
anyone else at risk. NOTE: This example includes self-
regulatory behavior that’s inclusive of motivation,
behavior management, and metacognition. Non-
Example: I wanted to learn to skateboard in one week.
I asked my friend to teach me the basics. Each day,
we’d set a time and location to meet up but, on most
days, something would come up and I wouldn’t show
up. When I did meet up with him, I fell off the board so

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.
Students engage in quick check to
review prerequisite knowledge.

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often I just knew it wasn’t going to be a skill I could
learn so I just stopped meeting up with him, never
practiced on my own and never learned to skateboard.
Learning
Guidance
- Lecture
- Demo.
5 Teacher will provide vocabulary (“what does that look
like?”) for this lesson (Dembo & Seli, 2016):
● Motivation- “Each semester I write down
goals that I want to attain. When I feel down, I
talk to myself to motivate me to keep on task.”
● Use of time- “I keep a weekly calendar of my
activities.”
● Methods of learning- “I use a timeline to
recall the dates of major battles in my history
course.”
● Physical environment- “I go to the library to
study before exams.”
● Social environment- “I turn off the TV and
cell phone, so I can concentrate on what I am
doing.”
● Monitoring performance- “I evaluate the
results of each of my exams to determine how I
can better prepare for future exams.”

Read Robert’s story on page 4 in Dembo and Seli
(2016). Identify how Robert managed each of the
following factors: motivation, methods, or learning, use
of time physical environment, social environment, and
monitoring performance.
Teacher will ask for a
volunteer to share how
Robert demonstrated self-
regulated skills.
Students listen to the lecture, engage
in the analysis of Robert’s story, and
takes notes or jot down key terms
about the process of analysis, make
predictions about Robert’s outcome
based on the story and students will
explain their justification of their
conclusion.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will write a brief story about an academic
incident and analyze their self-regulatory practices; they
Students will be prompted
and guided through an
analysis of academic
practices.

Students take a personal academic
incident and analyze their own
academic behaviors. Notes will be
written on their practices and

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will justify the outcome based on their own academic
practices. Students will determine if they need to make
adjustments to their self-regulatory practices and
explain what, why and how they will adjust to optimize
their desired outcomes.

Students will then follow the same process that was
modeled with some teacher guidance and feedback for
ensuring that they are focusing on the targeted
behaviors: self-regulation.

Students will seek to identify academic behaviors that
support learning and those that hinder it. As behaviors
are recognized, students will justify and support the
need for adjustments based on the 6 self-regulatory
skills that optimize self-regulation. Practice with
feedback is untimed and ungraded.

The analysis of academic self-regulation practices will
used to create their support plan (Unit 3).
The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
recognized adjustment to improve
self-regulatory practices.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify needed adjustments to
academic self-regulation practices
prior to moving on to the authentic
assessment.
Authentic
Assessment
10 Students will summarize a second academic scenario
based on personal experience to identify frequency of
self-regulatory practices (6 components of self-
regulatory skills) using handout 2.1.
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will be asked to summarize a
personal academic scenario and use
handout 2.1 to measure the frequency
of their self-regulatory practices.

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Retention and
Transfer
4 Connections made between 6 components of
self-regulatory behaviors and personal academic
practices will be made to identify adjustments needed to
optimize academic outcomes.

On handout 2.1, students will
explain why they frequent the
specific practice as they do.
Students will provide a brief
explanation about the frequency of
their application of SR skills to reflect
on their current practices and
determine how to optimize academic
practices for improved outcomes.
Big Ideas 1 Review and re-motivate: Review academic self-
regulatory practices: strengths and needs.
Understanding best practices that are realistic for them
to practice for improved autonomy and support needed
to achieve desired outcomes.
Teacher asks students to do a
quick write about how this
new knowledge of their
academic self-regulatory
practices drives their
perception of their abilities.
Students will use their notes from
today’s academic self-regulatory
practices to determine what
adjustments to their academic
practices are realistic to them.
Advance
Organizer for
the Next Unit
Connections made to similar procedure for seeking
patterns of academic practices and associating those
practices to learning outcomes.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to academic
behaviors.
Total Time 55 min

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Handout 2.1

Self-Observation: Assessing your self-regulatory skills
Source: Dembo & Seli, 2016

Directions: Rate the extent to which you generally regulate or manage the factors influencing your learning by checking Always,
Sometimes, or Never in the corresponding box and be prepared to offer a short explanation of your ratings. What are your areas of
strength and need? Explain why you rated each dimension as you did.

Always Sometimes Never
Explain:
Motivation
I can self-motivate when I need to.

Use of Time
I plan how I use my time.

Methods of Learning
I use different study methods for
different types of assignments
and tests.

Physical Environment
I modify or change my study
environment, so I can
concentrate.

Social Environment
I seek help when I need it.

Monitoring Performance
I evaluate my work to determine
my progress toward meeting
personal and academic goals.

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Unit 2: Self-Regulation
Lesson 2.2: Zimmerman’s Self-Regulation (part 1of 2)

Lesson Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mind-set
● Identify desired academic behaviors.

Lesson Materials:
Visual representation of Zimmerman’s Phases and Subphases of Self-Regulation
Dembo and Seli’s (2016) textbook- Motivation and Learning Strategies for College Success: A focus on self-regulated learning.
Video clips and display equipment
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now. This lesson is the first part
of two; this same lesson will continue into the next day.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 9 Teacher will ask, “Have you ever had to decide
between going out with your friends or finishing
your homework for first period tomorrow?” How
did you determine what to do (friends vs
homework)?” “When you stay home to complete
your homework, but you know your friends are out
together, what steps do you take to remain focused
and keep moving forward with school work?”

For example, how do you keep yourself from eating a
marshmallow that’s sitting in front of you when you
will be rewarded with two just by waiting?

Self-regulation is an active process…

Video Clip: https://youtu.be/QX_oy9614HQ - The
Marshmallow Experiment.

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of the
active involvement it takes to practice
“self-regulation”.

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Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to examine the meaning of self-
regulation skills and justify the association of the
skills to Zimmerman’s phases and subphases of self-
regulation.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Students listen to and read objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
10 Benefits: being able to make personal connections to
self-regulatory phases and subphases:
forethought phase (task analysis, self-motivation
beliefs) performance phase (self-control, self-
observation) and self-reflective phase (self-judgment,
self-reaction) (Zimmerman & Campillo, 2003) to
become aware of the extent of “active” work it takes to
implement self-regulatory behaviors. When we practice
self-control and work towards a goal reaching the
desired outcome is gratifying and worth the wait.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Student listens and reads the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.

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Risks Avoided: decisions are impulsive and hinder
progress towards the desired outcome. Example: When
we do not practice self-awareness, self-motivation or
self-control, we settle for instant gratification, but our
ultimate desired outcome is will likely not be reached.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
10 Prior knowledge: students are familiar with Dembo
and Seli’s (2016) 6 self-regulatory skills:
● Motivation
● Use of time
● Methods of learning
● Physical environment
● Social environment
● Monitoring performance

New Knowledge: students will be able to identify self-
regulatory phases and subphases:
● Forethought
● Performance
● Self-Reflection

Learning Strategies:
Students will observe and identify SR phases. Then
students will associate their own thought process and
behavioral routines to Zimmerman’s self-regulated
behaviors.

Video Clip: The Marshmallow Experiment will be
shown again. This time, students will make notes of the
6 SR skills they observe to keep from eating the
marshmallow to be rewarded with two.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
● the order of
instructional
activities
● related tasks
including outside
readings, lecture,
practice, and
assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “Have
you ever been aware of
your self-regulatory
(thinking) process?”
Students listen and watch presentation
of overview with guiding questions to
be successful in meeting the lesson’s
desired outcome.

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Prerequisite
Knowledge
15 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include:
● Forethought phase: first phase in a series of
three phases in self-regulation. This phase
includes task analysis and self-motivation
beliefs. Example: I want the marshmallow, but
I rather have two, so I will hold back, distract
myself, smell it but I will not eat the
marshmallow. Non-Example: (without
thinking about it) first marshmallow goes
straight into my mouth. No thought, no goal,
no strategy.
● Performance phase: second phase of three
self-regulation phases. This phase includes
self-control and self-observation. Example: I
will touch it, poke at it but will not put it in my
mouth; I will pick at it (oops!) but that might
look like I ate some so I won’t dig into it
anymore. Non-example: I will bite half of it
off. Nah! I’ll just eat the whole thing.
● Self-reflective phase: the third and final phase
of self-regulation that includes self-judgment
and self-reaction. Example: I am so proud of
myself that I was able to wait and be rewarded
with the second marshmallow! They were so
worth the wait! Non-example: I am so angry
that I only get one! Maybe I shouldn’t have
eaten the first one so I could have had two
(pouty face).
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
Students read and watch short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.
How can we remember what these
phases are?
**allow students to generate ways
that would help them recall what the
terms mean, like...
● Forethought (before, thoughts)
● Performance (do it)
● Self-reflection (how did that
go?)

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difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.

***To be continued in part 2***

Practice and
Feedback

***To be continued in part 2***

Authentic
Assessment

***To be continued in part 2***

Retention and
Transfer
8 Connections made between 6 components of
self-regulatory behaviors and Zimmerman’s
phases/subphases of SR will be discussed and
transferred to other non-academic life situations.

Students create 2 columns on paper:

One column will list Zimmerman’s 3 phases (with
subphases) and on the second column students will
match Dembo & Seli’s 6 SR skills to Zimmerman’s
phases.

Teacher facilitates discussion
that focuses on the use of
Zimmerman and Dembo &
Seli’s self-regulatory
skills/phases/subphases.
Students will engage in a discussion
about the transfer of SR skills, phases
and subphases of self-regulation to
other non-academic areas of life.

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Example:
Zimmerman Dembo & Seli
forethought phase Motivation
(task analysis, self-motivation beliefs)

performance phase Use of time
(self-control, self-observation) Methods of
learning
Physical
environment

self-reflective phase Social
(self-judgment, self-reaction) environment
Monitoring
performance

Big Ideas 1 Review and re-motivate: Discuss connections between
academic self-regulatory practices phases and SR skills.
Understanding best practices that are realistic for them
to practice achieving desired outcomes.
Teacher asks students to
share a BIG idea about how
this new knowledge of their
academic self-regulatory
practices drives their
perception of their abilities.
Students will use their notes from
today’s lesson to determine what
adjustments to their academic
practices are realistic for them.
Advance
Organizer for
the Next Unit
1 Connections will be to personal experiences in next
lesson.
Today’s knowledge will be
applied to personal
experiences in next lesson.
Student notes will be used to guide
application and reflection when
students draw personal connections to
analyze their own use of SR skills and
phases of SR.
Total Time 55 min

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Unit 2: Self-Regulation
Lesson 2.3: Zimmerman’s Self-Regulation (part 2 of 2)

Lesson Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Visual representation of Zimmerman’s Phases and Subphases of Self-Regulation
Dembo and Seli’s (2016) textbook- Motivation and Learning Strategies for College Success: A focus on self-regulated learning.
Notebook
Video clips and display equipment
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 2 Teacher will ask, “How do you keep yourself from
eating a marshmallow that’s sitting in front of you
when you will be rewarded with two just by
waiting?” “What is your thought process to keep
yourself working on a goal even when you’re tired or
start to feel defeated?”

Self-regulation is an active process…
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of the
active involvement it takes to practice
“self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to associate the meaning of
Dembo and Seli’s self-regulatory skills and
Zimmerman’s phases and subphases of self-
regulation to their own academic practices.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Students listen to and read objectives.
Reasons for
Learning
2 Quick Review- Teacher states the reasons for
learning the material and the
Student listens and reads the reasons
for learning. Visual symbols/icons for

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- Benefits
- Risks Avoided

Benefits: When we practice self-control and work
towards a goal reaching the desired outcome is
gratifying and worth the wait.

Risks Avoided: Impulsive decisions hinder progress
towards the desired outcome. Example: When we do
not practice self-awareness, self-motivation or self-
control, we settle for instant gratification, but our
ultimate desired outcome is never reached.
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
benefits and risks will be used and
will reference back to the initial self-
regulation scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

3 Prior knowledge: Review the connections made
between 6 components of SR skills and Zimmerman’s
phases/subphases of SR.

Example:
Zimmerman Dembo & Seli
forethought phase Motivation
(task analysis, self-motivation beliefs)

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
● the order of
instructional
activities
● related tasks from
previous lesson.
Students listen and watch presentation
of overview with guiding questions to
be successful in meeting the lesson’s
desired outcome.

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(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
performance phase Use of time
(self-control, self-observation) Methods of
learning
Physical
environment

self-reflective phase Social
(self-judgment, self-reaction) environment
Monitoring
performance

New Knowledge: students will be able to evaluate their
own application self-regulatory sill and phases and
subphases of SR.

Learning Strategies:
Students will draw an academic incident from personal
experience and associate their own process and
behavioral routines to Dembo & Seli’s and
Zimmerman’s self-regulation concepts.

Teacher will also provide
guiding questions that will
guide new knowledge: “Have
you ever been aware of
your self-regulatory
(thinking) process?”
Prerequisite
Knowledge
2 Quick review of examples and non-examples:
● Forethought phase: first phase in a series of
three phases in self-regulation. This phase
includes task analysis and self-motivation
beliefs. Example: I want the marshmallow, but
I rather have two, so I will hold back, distract
myself, smell it but I will not eat the
marshmallow. Non-Example: (without
thinking about it) first marshmallow goes
straight into my mouth. No thought, no goal,
no strategy.
● Performance phase: second phase of three
self-regulation phases. This phase includes
self-control and self-observation. Example: I
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
recall the meaning of the
terms. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
Students read and watch short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.
How can we remember what these
phases are?
**in previous lesson, students
generated ways that would help them
recall what the terms mean, like...
● Forethought (before, thoughts)

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will touch it, poke at it but will not put it in my
mouth; I will pick at it (oops!) but that might
look like I ate some so I won’t dig into it
anymore. Non-example: I will bite half of it
off. Nah! I’ll just eat the whole thing.
● Self-reflective phase: the third and final phase
of self-regulation that includes self-judgment
and self-reaction. Example: I am so proud of
myself that I was able to wait and be rewarded
with the second marshmallow! They were so
worth the wait! Non-example: I am so angry
that I only get one! Maybe I shouldn’t have
eaten the first one, so I could have had two
(pouty face).
immediately if answer
provided is incomplete or
incorrect.
● Performance (do it)
● Self-reflection (how did that
go?)

Students are expected to be familiar
with the phases and identify their
subphases.
Learning
Guidance
- Lecture
- Demo.
10 Students will watch a video clip of Ellen and identify
the phases of SR that students observe in her efforts to
learn the dance routine. Then identify the SR skills that
were demonstrated.

● Forethought phase:
○ task analysis
○ self-motivation
● Performance phase:
○ self-control
○ self-observation
● Self-reflective phase:
○ self-judgment
○ self-reaction

After observed behavior is matched to a
phase/subphase, students will review Dembo & Seli’s
SR skills by identifying the skills observed in the Ellen
video: motivation, use of time, methods of learning,
physical environment, social environment,
monitoring performance.
Video Clip: https://youtu.be/GGPZghCEJyE
Teacher will ask for a
volunteer to share how what
phase or subphase is
demonstrated; followed by
matching observed behavior
to an SR skill.
Students listen to the lecture, engage
in the analysis of the video, and takes
notes or jot down key terms about the
observed behavior and then match the
observed behavior to SR skills
previously learned. Students will
justify their reasoning.

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Practice and
Feedback
20 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will write a brief story about an academic
experience. Using handout 2.3, students will analyze
their academic practices to identify the implementation
of Zimmerman’s phases/subphases.

Students will justify the outcome based on their own
academic practices. Students will determine if they need
to make adjustments to their self-regulatory practices
and explain what, why and how they will adjust to
optimize their desired outcomes.

Students will then follow the same process that was
modeled with some teacher guidance and feedback for
ensuring that they are focusing on the targeted
behaviors: self-regulation.

Students will seek to identify academic behaviors that
support learning and those that hinder it. As behaviors
are recognized, students will justify and support the
need for adjustments based on the phases and
subphases, as identified by Zimmerman, to optimize
self-regulation. Practice with feedback is untimed and
ungraded.

The analysis of academic self-regulation practices will
be used to create their motivation support plan (in Unit
3).
Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Students take a personal academic
incident and analyze their own
academic behaviors. Notes will be
written on their practices and
recognized adjustment to improve
self-regulatory practices.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify needed adjustments to
academic self-regulation practices
prior to moving on to the authentic
assessment.

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Authentic
Assessment
10 Students will reflect and journal about the adjustments
they identify need to be made to optimize learning
outcomes.
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will be asked to write a
reflection based on their identified
adjustments to optimize their own
learning outcomes.
Retention and
Transfer
4 Connections made between 6 components of
self-regulatory behaviors and Zimmerman’s
phases/subphases of SR will be discussed and
transferred to other non-academic life situations.
Teacher facilitates discussion
that focuses on the use of
Zimmerman and Dembo &
Seli’s self-regulatory
skills/phases/subphases.
Students will engage in a discussion
about the transfer of SR skills, phases
and subphases of self-regulation to
other non-academic areas of life.
Big Ideas 1 Review and re-motivate: Review academic self-
regulatory practices phases and subphases.
Understanding best practices that are realistic for them
to practice achieving desired outcomes.
Teacher asks students to
share a BIG idea about how
this new knowledge of their
academic self-regulatory
practices drives their
perception of their abilities.
Students will use their notes from
today’s lesson to determine what
adjustments to their academic
practices are realistic for them.
Advance
Organizer for
the Next Unit
Connections made to similar procedure for seeking
patterns of academic practices and associating those
practices to learning outcomes.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic behaviors to academic
outcomes.
Total Time 55 min

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Handout 2.3

Zimmerman’s Phases & Subphases of Self-Regulation

Directions: Using your own academic incident, associate phases/ subphases of self-regulation applied. Then, identify Dembo & Seli’s self-
regulatory skills implemented: motivation, use of time, methods of learning, physical environment, social environment, monitoring performance
Phase/Subphase Action Self-Regulatory Skill
Forethought Phase

task analysis

self-motivation

Performance Phase

self-control

self-observation

Self-reflective Phase

self-judgment

self-reaction

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Unit 2: Self-Regulation
Lesson 2.4: Examining Self-Efficacy

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Learn Zimmerman’s phases and subphases of self-regulation.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Notebook
Square Post-Its (2x2”)
Large presentation Post-its (poster sized)
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 2 Teacher will ask, “What are your deep beliefs about
your abilities?” “At the core, do you know you can
be successful at what you set your mind to?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will analyze their level of self-efficacy.

Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
2 Benefits: Genuinely recognizing our self-beliefs drive
our motivation and efforts.

Risks Avoided: Masking our areas of need hinders
progress.

Example: Pretending you don’t do well in math
because you don’t like it, when you don’t feel confident
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.

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you can learn it, leads to missing out on opportunities to
learn, improve and enjoy the challenges of growing in
the activity.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
2 Prior knowledge: students will know what their
academic strengths and areas of need are.

New Knowledge: students will analyze and describe
their core beliefs about their academic abilities.

Learning Strategies:
Students will assess their core beliefs about their areas
of strength and areas of need. Justification of those core
beliefs will be evaluated the four principles of self-
efficacy.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What are your deep beliefs
about your abilities?” “At
the core, do you know you
can be successful at what
you set your mind to?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
academic practices and decide which
self-regulatory skill it falls under.
Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples:

● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
Example: I wanted to learn to write creatively so I
asked my teacher to teach me the basics (motivated
enough to initiate). When I gained confidence in free-
writing, I began to develop characters (initiated rigor).
I asked for feedback from my peers and parents.
(initiated next level learning). Non-Example: I’ve
always wanted to be a writer, but no one has ever
offered to guide me (did not put in any effort; waiting
on someone else to initiate).

● Self-efficacy: Perception of our own
competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
Example: I’ve always wanted to write
creatively. My friend in class is so good at it
that I thought maybe I could learn and be as
good as he. I observed how he would sit and
write without stopping. He seemed to write
everything that came to mind and later he
would return to it and make changes. My other
friends encouraged me and said I could learn it
if I wanted to. So, one day after school when I
didn’t haven’t anything planned, I stayed to
ask my teacher for some guidance in creative
writing. NOTE: This example includes self-
regulatory behavior that’s inclusive of
vicarious experience (I did what I watched him
do), verbal persuasion from friends, and
initiation was exerted on a day when there was
no rush or anxiety about anything. Non-
Example: I’ve been wanting to learn to write
creatively but my friend who does it is such a
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.

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natural at it. My friends tell me it’s too hard
and question why I want to bother learning it.
It’s for nerds! Besides, I never have time and
am always frustrated with my homework load-
so why bother?
Learning
Guidance
- Lecture
- Demo.
10 Teacher will provide vocabulary.
● Performance (personal) experience-
perceptions of past experiences.
● Vicarious experience- learning by observing
others.
● Verbal persuasion- when other people
encourage or convince you to perform a
specific way.
● Emotional state - the state of a person’s
emotions.

Example of self-efficacy
Video Clip: UFC Champion Conor McGregor
Warning: some profanity is used in video.
https://youtu.be/jgvV2_gzDyo

Example: Jennifer went to community college. She did
not have strong grades in high school and did not meet
college entrance requirements. She acknowledged she
was strong in some subjects but very weak in math.
Past experience showed her that if she set her mind to it,
she could do well in general, but she worried about
math. She did well in her community college classes
and avoided math till she couldn't put it off any longer.
By this point, she had made enough friends in college
that explained resources available to her to improve in
math. Though she considered dropping out, she thought
she’d give it a chance and go to tutoring as soon as she
Teacher will ask for a
volunteer to share how
Robert demonstrated self-
regulated skills.
Students listen to the lecture, engage
in the analysis of McGregor’s
behavior, and takes notes or jot down
key terms about his demonstration of
the four principles of self-efficacy.

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saw signs of it becoming too challenging- as she had
seen her friends do. While in math class, if would write
questions down and ask the teacher after class. The
teacher encouraged her to ask questions during class
because she wouldn’t be the only person to benefit from
clarifications. He assured her others would have the
same questions. Jennifer began to experience some
successes in her quizzes and tests. Her classmates
encouraged her questions during class. Emotionally,
math wasn’t frustrating for her anymore. Her
persistence led her to earning a B in her first college
math class.

Discuss the story and identify: personal experience,
vicarious experience, verbal persuasion, and
emotional state.
Practice and
Feedback
15 Students will use their identified area of strength and
area of need from unit 1 as they identify each principle
of self-efficacy in their own practice.

For each area, identify personal experiences of the four
principles of self-efficacy:
● Personal experience
● Vicarious experience
● Verbal persuasion
● Emotional state

Students will follow the same process that was
previously modeled with some teacher guidance and
feedback for ensuring that they are focusing on the
targeted behaviors: self-efficacy.

Practice with feedback is untimed and ungraded.
Students will be prompted
and guided through an
analysis of experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
Students take a personal academic
incident and analyze their own
academic behaviors. Notes will be
written on their practices and
recognized adjustment to improve
self-regulatory practices.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify the principles of self-efficacy
as they associate it to their own

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Students will follow the format below on a notebook
sheet.

Academic Strength Area of Need
Personal experience “
Vicarious experience “
Verbal persuasion “
Emotional state “

Questions: Notice any patterns? Are these your own
perceptions? Did others reinforce your perception of
your experiences?

Examples of student answers: Experiences in the area
of strength tend to be positive experiences. The area of
need seems to be mostly negative experiences.

I didn’t think I was so awful at drawing, but my sister
said it was the worst, so I stopped drawing. I wasn’t
good in math and had to practice math every day; my
mom would help me see math in daily living and I was
able to make associations that helped me build my math
skills.
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
experiences prior to moving on to the
authentic assessment.
Authentic
Assessment
10 Students called on will provide the meaning or provide
an example for one of the four principles of self-
efficacy, according to Bandura (1977). The teacher will
have prepared a large post-it poster with the same two
columns used above in the lesson. Students will select
the definition or example (of a strength or need) to write
on a regular post-it and place it in the correct column.
The student will read it aloud to share with the class.

Teacher cues assessment
question to a specific student;
peers provide feedback.
Students will be asked to listen to
their peer’s answer and conclude if
the answer is correct or not with a
thumbs-up or thumbs-down. If they
display a thumbs-down, students will
have an opportunity to adjust the
answer.

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Other students will provide a thumbs-up if they agree it
adequately describes the meaning or a thumbs-down if
they feel there is a need to clarify the answer provided.
Retention and
Transfer
5 Connections made between the 4 principles of self-
efficacy and the extent to which we should allow
others’ expressions impact our perception.

Teachers asks for a quick
write (one-line statement):
To what extend should be
allow others’ opinions to
impact our perceptions?
Students will write a statement about
allowing others impact their
perceptions.

Examples of student statements: If
it’s a negative opinion, let it go.
Positive words are encouraging.
Big Ideas 1 Review and re-motivate: experiences are based on
perception and drive our self-efficacy.
Teacher asks students to
think about how much
control they have in their
perceptions.
Students will think about how much
control they have in how they
perceive their experiences. To be
prepared to discuss in next lesson.
Advance
Organizer for
the Next Unit
2 Connections made between self-talk (mindset) and
perceived experiences.
Teacher previews next lesson
by drawing connections
between academic
performances and self-talk.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to your mindset.
Total Time 55 min

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Unit 2: Self-Regulation
Lesson 2.5: Examining Mindset

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Notebook containing notes
Display technology to show video
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 1 Teacher will ask, “Have you taken the time to listen
to your inner voice, your ‘self-talk’?” How much
value to you give to unsolicited or solicited feedback
from others?” “How much influence does your
inner voice and the voice of others have on your
performance?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of mindset
and its influence on “self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will summarize their mindset and how it
influences their self-efficacy.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Mindset (inner dialogue) strongly influences
self-regulated learning behaviors such as planning,
performance, and evaluation.

Risks Avoided: Pessimistic beliefs about the self-drive
the level of mental effort and self-efficacy. Sometimes
feedback from others can be negative, if your inner
dialogue is not motivating, it’s easy to allow others’
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.

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voices to heavily weigh and influence your perception
of your own experiences.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
2 Prior knowledge: Students have knowledge of their
strengths and areas of need.

New Knowledge: Students will apply the concept of
growth mindset to strengthen their level of self-efficacy
in areas of need while they continue to grow in their
current areas of strength.

Learning Strategies:
Students will reflect and share their current beliefs
about why they have the identified academic strengths
and areas of need.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “Have
you taken the time to listen
to your inner voice, your
‘self-talk’?” How much
value to you give to
unsolicited or solicited
feedback from others?”
“How much influence does
your inner voice and the
voice of others have on your
performance?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate the tone of their
current self-talk (mindset) and
examine the extent to which they
allow their mindset to influence their
beliefs.

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Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review:
● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
● Self-efficacy: Perception of our own
competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
● Mindset: your established attitude about
something (Dweck, 2006).
○ Growth mindset- your are evolving
and can improve.
○ Fixed mindset- you are the way you
are and cannot change it.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.
Learning
Guidance
- Lecture
- Demo.
15 Teacher will show video about mindset.
Summary of Dweck’s Mindset:
Video clip: https://youtu.be/iCTSQVHehEk

Teacher has students take notebook out to write notes
about the summary of the book and to make a note of
how the concepts relate to them.
Teacher will ask for a
volunteer to share how they
perceive their own mindset
and demonstrate self-
regulation.
Students listen to the lecture, engage
in the analysis of their own mindset.
Students will take notes or jot down
key terms from the video as well as
note thoughts they may have about
their own mindset to discuss after the
video.

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Discuss what stood out to students. Clarify questions
they may have about mindsets: growth/fixed.

Ask: “Which do you best identify with?” “Which
mindset do you want to apply in your life?”
Practice and
Feedback
15 Watch this short summary of the Dweck’s Mindset
book.
Video Clip: https://youtu.be/EyIF5VUOJc0

Students will use their identified area of strength and
area of need from unit 1 to reflect on the adopted
mindset for each area. For each area (academic strength
or need), identify the applicable mindset. Explain what
element you attribute for your good or poor
performance: effort, luck, natural talent, genetics or
lack of.

Practice with feedback is untimed and ungraded.

Students will follow the format below on a notebook
sheet.

Academic Strength Area of Need

Identify the mindset you apply to each area:
List the elements you attribute for your good or poor
performance and your reasoning for it.

Questions: Notice any patterns?

Students will be prompted
and guided through an
analysis of experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

Students take a personal academic
incident and analyze their own
academic behaviors. Notes will be
written on their practices and
recognized adjustment to improve
their mindset practices.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify the principles of self-efficacy
as they associate it to their own
experiences prior to moving on to the
authentic assessment.

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Examples of student answers: Mindset in the area of
strength tends to be growth oriented. In the area of
need, I have a fixed mindset.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Authentic
Assessment
10 Bottom of page under list: Identify your next-
steps/change of mindset for each area and the new
language you will use to improve your mindset.

Share with peers and peers will provide feedback.

Example of student answers: no longer say “I
can’t…” When challenged, admit it but move forward
by saying “I struggle in math and am working on doing
better. I am not getting a C in math YET”.
Teacher cues assessment
question to a specific student;
peers provide feedback.
Students will be asked to listen to
their peer’s answer and provide
constructive feedback to promote a
growth mindset and use language
that’s aligned with growth.
Retention and
Transfer
2 Connections made between mindset and desired
outcomes in any part of life. Prompt a brief discussion.

Teacher asks for students to
remain conscious of their
mindset for the remainder of
the evening. Do you feel
positive (growth) or
negative (fixed) in general?
Students will write a statement about
allowing others to impact their
perceptions.
Examples of student statements: If
it’s a negative opinion, rephrase it in
positive terms. Positive words are
encouraging.
Big Ideas 1 Review and re-motivate: perception is directly
influenced by your mindset and it drive your level of
self-efficacy.
Teacher asks students to
think about how much
control they have over their
mindset.
Students will think about how much
control they have in their mindset and
perceived experiences. To be
prepared to discuss in next lesson.
Advance
Organizer for
the Next Unit
2 Connections made between mindset, self-efficacy, and
desired outcomes.
Teacher previews next
lesson: drawing connections
between self-perceptions and
outcomes.
Students write notes connecting the
ideas and strategies to academic
outcomes.
Total Time 55 min

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Unit 2: Self-Regulation
Lesson 2.6: Mind Map/Visual

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Notebook containing notes
Mind Map Guide
Mind Map Sample
Handouts: Mind Map template- if student chooses
White poster sheet
Colors/markers
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 1 Teacher will ask, “How do you VISUALIZE the
concepts and new knowledge gained to make sense of
them? How do they fit you as a learner?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience. Students engage in the
“have you ever…” or “how” by
relating to their own story. Each step
will lead to additional steps designed
to increase their awareness of
themselves and their own influence
on “self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will create a mind map to illustrate the
complexity of who they are today.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.

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Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Students will sort out the information learned
so far. In their visual, they will include their academic
areas of strength and areas of need (information from
unit 1); also, included Dembo and Seli’s SR skills,
Zimmerman’s phases/subphases of SR, self-efficacy
and their current mindset.

Risks Avoided: Moving forward without fully
visualizing their understanding of concepts as they
relate to themselves may be confusing.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
2 Prior knowledge: Students have knowledge of their
strengths and areas of need and an understanding of SR
skills, phases/subphases, self-efficacy and their mindset.

New Knowledge: Students will create a visual of how
the concepts and knowledge learned apply to them.

Learning Strategies:
Students will reflect on the new knowledge about
themselves and create a mind map, as a visual
representation, of their understanding of the concepts as
they relate to their academic being.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “How
do you VISUALIZE the
concepts and new
knowledge gained to make
sense of them? How do they
fit you as a learner?”

Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students have the option of free-
drawing a visual, using a template or
creating a visual map of their own.

Visual must include:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills
that apply to them
● Zimmerman’s
phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where
applicable

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Prerequisite
Knowledge
10 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review:
● Dembo & Seli’s SR skills:
○ Motivation- “Each semester I write
down goals that I want to attain.
When I feel down, I talk to myself to
motivate me to keep on task.”
○ Use of time- “I keep a weekly
calendar of my activities.”
○ Methods of learning- “I use a
timeline to recall the dates of major
battles in my history course.”
○ Physical environment- “I go to the
library to study before exams.”
○ Social environment- “I turn off the
TV and cell phone, so I can
concentrate on what I am doing.”
○ Monitoring performance- “I
evaluate the results of each of my
exams to determine how I can better
prepare for future exams.”
● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
● Zimmerman’s Phases/Subphases:
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Forethought phase:
■ task analysis
■ self-motivation
○ Performance phase:
■ self-control
■ self-observation
○ Self-reflective phase:
■ self-judgment
■ self-reaction
● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other
people encourage or convince you to
perform a specific way.
○ Emotional state - the state of a
person’s emotions.
● Mindset: your established attitude about
something (Dweck, 2006).
○ Growth mindset- you are evolving
and can improve.
○ Fixed mindset- you are the way you
are and cannot change it.
Learning
Guidance
- Lecture
- Demo.
10 Teacher will demonstrate a Mind Map Guide as an
example of how some concepts connect.
Teacher will ask for a
volunteer to share how they
perceive their own mindset
and demonstrate self-
regulation.
Students listen to the lecture, engage
in the analysis of their own mindset.
Students will take notes or jot down
key terms from the video as well as
note thoughts they may have about

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A different option:

their own mindset to discuss after the
video.

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Templates are provided as options.

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Students may choose to create their own visual, free-
draw (connections to concepts must be clearly made)
or create their own mind map.

The visual/mind map must include the review terms as
it applies to the student.

Visual must include:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills that apply to them
● Zimmerman’s phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where applicable

Questions to address: “How do you visualize the
concepts and new knowledge gained to make sense of
them? How do they fit you as a learner?”
Practice and
Feedback
25 Students will create their visual/mind map to
demonstrate the concepts that apply to them.

Students will summarize their visual to the class in the
next lesson.

The visual and verbal summary should answer:
“How do you visualize the concepts and new
knowledge gained to make sense of them? How do
they fit you as a learner?”
Students will be prompted
and guided through an
analysis of experiences.

The teacher will available to
provide guidance to those
who need clarification for
facilitate the completion of
their visual/mind map.
Students will have an opportunity to
express their knowledge of new
information/concepts in a creative
format.

Students will also be encouraged to
review the content in their notes and
journals to facilitate the creation of
their visual/mind map.

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Authentic
Assessment
1 Next Lesson: Students will summarize their
visual/mind map to the class. Each student will have
5 minutes to present.
Teacher cues assessment
question as they create their
visual: “How do you
visualize the concepts and
new knowledge gained to
make sense of them? How
do they fit you as a
learner?”
Students will be asked to listen to
their peer’s answer and provide
constructive feedback in writing.
Retention and
Transfer
1 Connections will be strengthened. Students will create a
visual to interpret knowledge learned about themselves
as learners.

Teacher asks for students to
remain conscious of their
new knowledge and current
perspective of themselves.
Students will create a visual
interpretation of knowledge gained so
far.
Big Ideas 1 Review and re-motivate: How has the knowledge
gained so far molded their self-perception?
Teacher asks students to
think about who they are as
students.
Students will interpret their
understanding of the concepts learned
and how they apply to them.
Advance
Organizer for
the Next Unit
2 Connections made between concepts and their
evolution.
Teacher previews next
lesson: Students will
summarize their visuals to the
class as the authentic
assessment of the lesson.
Journal: “How do you visualize the
concepts and new knowledge
gained to make sense of them? How
do they fit you as a learner?”
To be shared in next lesson.
Total Time 55 min

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Mind Map Guide

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Mind Map Sample

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Mind Map Option 1:

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Mind Map Option 2:

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Unit 2: Self-Regulation
Lesson 2.7: Mind Map/Visual Summary
(2 days of presentations)

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Notebook containing notes
Completed visual/mind map
Journal and Journal Entry Rubric
Timer
Handout 2.7: Peer Feedback Form

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 1 Teacher will ask, “How do you visualize the concepts
and new knowledge gained to make sense of them?
How do they fit you as a learner?”

This is a continuation from yesterday’s lesson.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience. Students engage in the
“have you ever…” or “how” by
relating to their own story. Each step
will lead to additional steps designed
to increase their awareness of
themselves and their own influence
on “self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will summarize the visual/mind map they
created to illustrate the complexity of how they
relate self-regulation terms/concepts to who they are
today. 5 minutes to present.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.

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Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Students will sort out the information learned
so far. In their visual, they will include their academic
areas of strength and areas of need (information from
unit 1); also, included Dembo and Seli’s SR skills,
Zimmerman’s phases/subphases of SR, self-efficacy
and their current mindset.

Risks Avoided: Moving forward without fully
visualizing their understanding of concepts as they
relate to themselves may be confusing.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
2 Prior knowledge: Students have knowledge of their
strengths and areas of need and an understanding of SR
skills, phases/subphases, self-efficacy and their mindset.

New Knowledge: Students will create a visual of how
the concepts and knowledge learned apply to them.

Learning Strategies:
Students will share their summary of their reflection and
visual of the new knowledge about themselves and
create a mind map, as a visual representation, of their
understanding of the concepts as they relate to their
academic being.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “How
do you visualize the
concepts and new
knowledge gained to make
sense of them? How do they
fit you as a learner?”

Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students have the option of free-
drawing a visual, using a template or
creating a visual map of their own.

Visual must include:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills
that apply to them
● Zimmerman’s
phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where
applicable

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Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review:
● Dembo & Seli’s SR skills:
○ Motivation- “Each semester I write
down goals that I want to attain.
When I feel down, I talk to myself to
motivate me to keep on task.”
○ Use of time- “I keep a weekly
calendar of my activities.”
○ Methods of learning- “I use a
timeline to recall the dates of major
battles in my history course.”
○ Physical environment- “I go to the
library to study before exams.”
○ Social environment- “I turn off the
TV and cell phone, so I can
concentrate on what I am doing.”
○ Monitoring performance- “I
evaluate the results of each of my
exams to determine how I can better
prepare for future exams.”
● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
● Zimmerman’s Phases/Subphases:
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Forethought phase:
■ task analysis
■ self-motivation
○ Performance phase:
■ self-control
■ self-observation
○ Self-reflective phase:
■ self-judgment
■ self-reaction
● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other
people encourage or convince you to
perform a specific way.
○ Emotional state - the state of a
person’s emotions.
● Mindset: your established attitude about
something (Dweck, 2006).
○ Growth mindset- your are evolving
and can improve.
○ Fixed mindset- you are the way you
are and cannot change it.

Learning
Guidance
- Lecture
- Demo.
5 Students chose to create their own visual, free-draw
(connections to concepts must be clearly made) or
create their own mind map.

Teacher will ask for a
volunteer to share how they
perceive the knowledge
gained as it relates to
themselves.
Students listen to the lecture, engage
in the analysis of their peers’
connection to SR concepts.

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The visual/mind map must include the review terms as
it applies to the student.

Visual must include:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills that apply to them
● Zimmerman’s phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where applicable

Questions to address: “How do you visualize the
concepts and new knowledge gained to make sense of
them? How do they fit you as a learner?”

The teacher will explain the Peer Feedback Form.
Critique must also include suggestions for
improvement.

The Peer Feedback Form
will be explained. Teacher
will provide examples and
modeling of the task.
Students will listen to instructions and
examples of providing peer feedback,
critique, and suggestions for
improvement.
Practice and
Feedback
3 Students created their visual/mind map to demonstrate
the concepts that apply to them.

Students will share the summary of their visual to the
class. Begin with volunteers.

The visual and verbal summary should answer:
“How do you visualize the concepts and new
knowledge gained to make sense of them? How do
they fit you as a learner?”

While students present, peers will complete the Peer
Feedback Form. Handout 2.7
Students will be prompted to
volunteer. Student volunteers
can begin a list of names on
the board to keep track of
who has gone and who is up
next.

The teacher will available to
provide guidance to those
who need clarification in
completing the Peer
Feedback Form.
Students will have an opportunity to
organize the order of presenters by
listing their name on the board.

Students will keep track of who is
next.

Students will also be encouraged to
review the content written in the Peer
Feedback Form prior to submitting to
check for appropriateness.

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Authentic
Assessment
30 Next Lesson: Students will summarize their
visual/mind map to the class.
Teacher cues assessment
question as they create their
visual: “How do you
visualize the concepts and
new knowledge gained to
make sense of them? How
do they fit you as a
learner?”
Students will be asked to listen to
their peer’s answer and provide
constructive feedback in writing.
Retention and
Transfer
0
Big Ideas 5 Review and re-motivate: Teacher will ask if there were
any common themes that have surfaced from today’s
presentations.
Teacher asks students to
think about what themes have
surfaced from today’s
presentations.

Write them on the board for
the class to see.
Students will share any common
themes they have gathered from
today’s presentations.
Advance
Organizer for
the Next Unit
2 Presentations are expected to continue for at least 2
days or until all students have presented.
Teacher previews next
lesson: Students will
summarize their visuals to the
class as the authentic
assessment of the lesson.
Students create their visual and
present.
Total Time 55 min

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Handout 2.7
Peer Feedback Form

Presenter’s Name: _____________________________________________

Peer Reviewer: _______________________________________________

Two things I connected to from your presentation:

Advice I have for your presentation:

A question I have about your presentation:

Suggestions I have for the next time you present:
Peer Feedback Form

Presenter’s Name: _____________________________________________

Peer Reviewer: _______________________________________________

Two things I connected to from your presentation:

Advice I have for your presentation:

A question I have about your presentation:

Suggestions I have for the next time you present:
Peer Feedback Form

Presenter’s Name: _____________________________________________

Peer Reviewer: _______________________________________________

Two things I connected to from your presentation:

Advice I have for your presentation:

A question I have about your presentation:

Suggestions I have for the next time you present:
Peer Feedback Form

Presenter’s Name: _____________________________________________

Peer Reviewer: _______________________________________________

Two things I connected to from your presentation:

Advice I have for your presentation:

A question I have about your presentation:

Suggestions I have for the next time you present:

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Unit 2: Self-Regulation
Lesson 2.8: Identify Desired Academic Behaviors

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Notebook containing notes
Completed mind map/visual
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 1 Teacher will ask, “Moving forward, what academic
behaviors will you adopt to become a stronger
learner?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience. Students engage in the
“have you ever…” or “how” by
relating to their own story. Each step
will lead to additional steps designed
to increase their awareness of
themselves and their own influence
on “self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will decide what academic behaviors they
will adopt to become a stronger learner.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Using their mind map, knowledge about their
academic strengths and areas of need, new information
about becoming a SR learner, students will target
academic behavior to adopt to improve their academic
outcomes.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Risks Avoided: Moving forward without a focus,
students can easily lose motivation and quit when
school gets challenging.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
2 Prior knowledge: Students have knowledge of their
strengths and areas of need and an understanding of SR
skills, phases/subphases, self-efficacy and their mindset.

New Knowledge: Students will decide and journal
about the desired academic behaviors they will adopt.

Learning Strategies:
Students will reflect on the new knowledge about
themselves, use the mind map as a resource, and
knowledge learned to decide what academic behaviors
they want to adopt to become a stronger learner.

Students’ decision will be justified with supporting
evidence using information they have learned about
themselves in this course.

Students will use the following as resources to make
their decision:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills that apply to them
● Zimmerman’s phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where applicable
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“Moving forward, what
academic behaviors will you
adopt to become a stronger
learner?”

Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students reflect and journal their
decision about what academic
behaviors they will adopt. Their
decision will be justified with
supporting evidence using
information they have learned about
themselves in this course.

Students will use the following as
resources to make their decision:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills
that apply to them
● Zimmerman’s
phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where
applicable

Prerequisite
Knowledge
10 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

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Review:
● Dembo & Seli’s SR skills:
○ Motivation- “Each semester I write
down goals that I want to attain.
When I feel down, I talk to myself to
motivate me to keep on task.”
○ Use of time- “I keep a weekly
calendar of my activities.”
○ Methods of learning- “I use a
timeline to recall the dates of major
battles in my history course.”
○ Physical environment- “I go to the
library to study before exams.”
○ Social environment- “I turn off the
TV and cell phone, so I can
concentrate on what I am doing.”
○ Monitoring performance- “I
evaluate the results of each of my
exams to determine how I can better
prepare for future exams.”
● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
● Zimmerman’s Phases/Subphases:
○ Forethought phase:
■ task analysis
■ self-motivation
○ Performance phase:
how that knowledge relates to
making active choices.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.

Students engage in quick check to
review prerequisite knowledge.

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■ self-control
■ self-observation
○ Self-reflective phase:
■ self-judgment
■ self-reaction
● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other
people encourage or convince you to
perform a specific way.
○ Emotional state - the state of a
person’s emotions.
● Mindset: your established attitude about
something (Dweck, 2006).
○ Growth mindset- you are evolving
and can improve.
○ Fixed mindset- you are the way you
are and cannot change it.
● Mind map/Visual- completed
Learning
Guidance
- Lecture
- Demo.
10 Teacher will demonstrate using a personal example
from when they were a young student.

Based on identified needs and new knowledge gained in
this course, the teacher will identify which academic
behaviors s/he will adopt to improve academic
outcomes and justify the selection by supporting the
decisions with the following resources:

Teacher will provide an
example from own
experience and justify the
selection using evidence from
knowledge gained in this
course.

Students listen to the demonstration
and make notes to recall highlights.

Guided by the teacher, student will
engage in the finalizing of the must-
haves of this journal entry.

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Students will determine the final criteria for the journal
entry. Teacher will guide students in finalizing must-
have content in the entry. The following is a suggestion
to being with:
Entries should include:
1. Clearly stated decision about what academic
behaviors will be adopted to become a stronger
learner;
2. Resources to support their decision (at least 3):
○ Academic strength
○ Area of need
○ Dembo & Seli’s SR skills that apply
to them
○ Zimmerman’s phases/subphases
○ Self-efficacy- 4 principles
○ Mindset: fixed/growth where
applicable

Questions to address: “Moving forward, what
academic behaviors will you adopt to become a
stronger learner? Explain your reason for selection
and support with evidence.”
The teacher will guide the
class in selecting must-have
content in this entry.
Practice and
Feedback
15 Students will write their journal entry and supporting
their decision with evidence and knowledge gained in
the course.

Questions to address: “Moving forward, what
academic behaviors will you adopt to become a
stronger learner? Explain your reason for selection
and support with evidence.”

Entries should include (as decided by students):
Students will be prompted
and guided as needed.

The teacher will available to
provide guidance to those
who need clarification for
facilitate the completion of
their journal.
Students will have an opportunity to
use their knowledge of new
information/concepts as they make
decisions to improve their academic
outcomes.

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1. Clearly stated decision about what academic
behaviors will be adopted to become a stronger
learner;
2. Resources to support their decision (at least 3):
○ Academic strength
○ Area of need
○ Dembo & Seli’s SR skills that apply
to them
○ Zimmerman’s phases/subphases
○ Self-efficacy- 4 principles
○ Mindset: fixed/growth where
applicable

NOTE: In the next lesson, this journal entry will be
shared with two peers for feedback.
Authentic
Assessment
10 Discussion question: “What was your thought process
in deciding what academic behaviors to adopt?”
Teacher cues assessment
question: “What was your
thought process in deciding
what academic behaviors to
adopt?”
Students will be asked to listen to
their peer’s answer and provide
constructive feedback.
Retention and
Transfer
1 Connections will be strengthened. Students will
interpret knowledge learned about themselves as
learners.

Teacher asks for students to
remain conscious of their
new knowledge and current
perspective of themselves.
Students will interpret knowledge
gained about.
Big Ideas 1 Review and re-motivate: How has the knowledge
gained so far molded their self-perception?
Teacher asks students to
think about who they are as
students.
Students will interpret their
understanding of the concepts learned
and how they apply to them.

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Advance
Organizer for
the Next Unit
2 Next Lesson: Students will exchange journal entry with
two partners for peer feedback.
Teacher previews next
lesson: Students will share
their journal entry and receive
peer feedback.
Journal: “Moving forward, what
academic behaviors will you adopt
to become a stronger learner?
Explain your reason for selection
and support with evidence.”

To be shared in next lesson.
Total Time 55 min

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Unit 2: Self-Regulation
Lesson 2.9: Identify Desired Academic Behaviors- Journal Entry Peer Feedback

Unit Duration: 55 minutes

Introduction: This is the second unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation with challenges, students will practice desired academic self-regulated behaviors.
Enabling Objective(s):
● Know what self-regulation means.
● Examine self-regulatory skills: 6 components of Academic Self-Regulation (Dembo & Seli, 2016)
● Learn Zimmerman’s phases and subphases of self-regulation.
● Analyze self-efficacy
● Examine your mindset
● Identify desired academic behaviors.

Lesson Materials:
Journal and Journal Entry Rubric
Journal Entry Must-Haves (displayed on board as decided by group)
Handout 2.9: Journal Entry Feedback Form

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 1 Teacher will ask, “Moving forward, what academic
behaviors will you adopt to become a stronger
learner?”

This is what we are going to revisit this today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to the
task.
Student thinks about the questions
being asked, attaching personal
experience. Students engage in the
“have you ever…” or “how” by
relating to their own story. Each step
will lead to additional steps designed
to increase their awareness of
themselves and their own influence
on “self-regulation”.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will provide peer feedback to two other
peers on their journal entry discussing, “Moving
forward, what academic behaviors will you adopt to
become a stronger learner? Explain your reason for
selection and support with evidence.”
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Building trusting relationships with peers by
providing feedback on a journal entry; this is also an
opportunity to learn from and understanding their peer’s
interests, foci and processes.

Risks Avoided: Not connecting meaningfully with
peers and not learning from them or about them.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.
Overview 2 Prior knowledge: Students have knowledge of the
journal rubric and expectations.
Teacher describes and
explains prior knowledge as
Students listens and watches
presentation of overview with guiding

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- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)

New Knowledge: Students will provide one another
with feedback using a simple feedback slip.

Learning Strategies:
Students and teacher developed parameters for what this
journal entry should include:

It was stated that students would support their decision
and justify it with evidence from knowledge gained in
this course.

Entries should include as identified by students:
1. Clearly stated decision about what academic
behaviors will be adopted to become a stronger
learner;
2. Resources to support their decision (at least 3):
○ Academic strength
○ Area of need
○ Dembo & Seli’s SR skills that apply
to them
○ Zimmerman’s phases/subphases
○ Self-efficacy- 4 principles
○ Mindset: fixed/growth where
applicable
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will guide class in
providing feedback to a peer
with a sample:

“Moving forward, what
academic behaviors will you
adopt to become a stronger
learner? Explain your
reason for selection and
support with evidence.”

questions to be successful in meeting
the lesson’s desired outcome.

Students will read peer’s entry and
look for the following and provide a
few comments using handout 2.9.

Entries should include:
1. Clearly stated decision about
what academic behaviors
will be adopted to become a
stronger learner;
2. Students will use at least 3 of
the following as resources to
make their decision:
● Academic strength
● Area of need
● Dembo & Seli’s SR skills
that apply to them
● Zimmerman’s
phases/subphases
● Self-efficacy- 4 principles
● Mindset: fixed/growth where
applicable
Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review:
● Dembo & Seli’s SR skills:
○ Motivation- “Each semester I write
down goals that I want to attain.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Effort will be acknowledged
even if answer is not correct.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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When I feel down, I talk to myself to
motivate me to keep on task.”
○ Use of time- “I keep a weekly
calendar of my activities.”
○ Methods of learning- “I use a
timeline to recall the dates of major
battles in my history course.”
○ Physical environment- “I go to the
library to study before exams.”
○ Social environment- “I turn off the
TV and cell phone, so I can
concentrate on what I am doing.”
○ Monitoring performance- “I
evaluate the results of each of my
exams to determine how I can better
prepare for future exams.”
● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).
● Zimmerman’s Phases/Subphases:
○ Forethought phase:
■ task analysis
■ self-motivation
○ Performance phase:
■ self-control
■ self-observation
○ Self-reflective phase:
■ self-judgment
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.

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■ self-reaction
● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other
people encourage or convince you to
perform a specific way.
○ Emotional state - the state of a
person’s emotions.
● Mindset: your established attitude about
something (Dweck, 2006).
○ Growth mindset- you are evolving
and can improve.
○ Fixed mindset- you are the way you
are and cannot change it.
● Mind map/Visual- completed
Learning
Guidance
- Lecture
- Demo.
10 Teacher will demonstrate by reading an entry, thinking-
aloud, and filling out the feedback form (handout 2.9).

Questions to address: “Moving forward, what
academic behaviors will you adopt to become a
stronger learner? Explain your reason for selection
and support with evidence.”

Entries should include criteria as decided by
students:
Teacher will demonstrate
reading an entry and
providing feedback.
Modeling of the thought
process in providing feedback
will be done by teacher.
Students listen to the demonstration
and make notes to recall highlights.

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1. Clearly stated decision about what academic
behaviors will be adopted to become a stronger
learner;
2. Resources to support their decision (at least 3):
○ Academic strength
○ Area of need
○ Dembo & Seli’s SR skills that apply
to them
○ Zimmerman’s phases/subphases
○ Self-efficacy- 4 principles
○ Mindset: fixed/growth where
applicable
Practice and
Feedback
25 Students will exchange their journal entry with the
person to their right, then with the person to their left
(or any other collaborative method the class prefers).

Questions to address: “Moving forward, what
academic behaviors will you adopt to become a
stronger learner? Explain your reason for selection
and support with evidence.”

Entries should include, as determined by students:
1. Clearly stated decision about what academic
behaviors will be adopted to become a stronger
learner;
2. Resources to support their decision (at least 3):
○ Academic strength
○ Area of need
○ Dembo & Seli’s SR skills that apply
to them
○ Zimmerman’s phases/subphases
○ Self-efficacy- 4 principles
Students will be prompted
and guided as needed.

The teacher will available to
provide guidance to those
who need clarification for
facilitate the completion their
peer’s feedback.
Students will have an opportunity to
use their knowledge of new
information/concepts as they read and
provide their peer feedback.

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○ Mindset: fixed/growth where
applicable
Authentic
Assessment
5 Question: “Did you find it productive to provide
feedback to your peer using a form?” Show with a
thumbs up or thumbs-down.

“Anyone want to share how they found the activity
beneficial?”
Teacher cues assessment
question and assesses the
reaction of students for this
activity.
Students will be asked to listen to the
question and respond using a thumbs-
up if they agree.
Retention and
Transfer
1 Connections and trust will be strengthened among peers
in class.

Teacher asks for students to
remain conscious of the
sensitivity of sharing journals
and to respectfully not
discuss other people’s
opinions outside of class.
Students will understand to
respectfully withhold from sharing
peer’s journal entries with others.
Big Ideas 1 Review and re-motivate: We have many things in
common: struggles, dreams, and thoughts.
Teacher highlights that we
have more in common than
we are different.
Students will be asked to consider
how much more we have in common
than we are different.
Advance
Organizer for
the Next Unit
2 Next Lesson: We are moving on to the next unit on
Motivation.
Teacher previews next
lesson.
Students listen to preview of next
lesson. May ask questions if they
need clarification.
Total Time 55 min

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Handout 2.9
Journal Entry Peer Feedback Form

Writer’s Name: _______________________________________________

Peer Reviewer: _______________________________________________

Clearly identified adopted academic behavior. Yes No

Used at least 3 resources as support for decision made: Yes No

I liked the way you explained….. because….

Advice I have for your next entry:

A question I have about your entry:
Journal Entry Peer Feedback Form

Writer’s Name: _______________________________________________

Peer Reviewer: _______________________________________________

Clearly identified adopted academic behavior. Yes No

Used at least 3 resources as support for decision made: Yes No

I liked the way you explained….. because….

Advice I have for your next entry:

A question I have about your entry:
Journal Entry Peer Feedback Form

Writer’s Name: _______________________________________________

Peer Reviewer: _______________________________________________

Clearly identified adopted academic behavior. Yes No

Used at least 3 resources as support for decision made: Yes No

I liked the way you explained….. because….

Advice I have for your next entry:

A question I have about your entry:

Journal Entry Peer Feedback Form

Writer’s Name: _______________________________________________

Peer Reviewer: _______________________________________________

Clearly identified adopted academic behavior. Yes No

Used at least 3 resources as support for decision made: Yes No

I liked the way you explained….. because….

Advice I have for your next entry:

A question I have about your entry:

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Unit 3: Motivation

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Unit 3: Motivation
Lesson 3.1: Introduction to Motivation

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of improving self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.
Connections to previous unit: Students will have learned the foundations of self-regulatory behavior, such as self-observation and the value of a positive
mindset.

Lesson Materials:
Dembo and Seli’s (2016) textbook- Motivation and Learning Strategies for College Success: A focus on self-regulated learning.
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “What motivates you?” “How does
it feel to want to complete a task?” “How do you
keep the motivation going even when you’re tired?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to identify and provide
examples of the three major components of
motivation: value, self-efficacy, and emotion.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Being aware of the components of motivation
will encourage students to be conscious of how to
increase their motivation when needed.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Risks Avoided: Losing motivation towards attaining a
goal and not being conscious of how to improve
motivation when it becomes challenging.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have already investigated
their self-efficacy and had a glimpse of motivation in
the last unit.

New Knowledge: Students will be introduced to the
concepts of value and emotions as they pertain to
educational outcomes.

Learning Strategies:
Students will explore the influence of value, self-
efficacy, and emotions on their motivation.
They will choose an incident in which they were highly
motivated and dissect it to identify its components.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What motivates you?”
“How does it feel to want to
complete a task?” “How do
you keep the motivation
going even when you’re
tired?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
interpretation of motivation.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include:
● Value: one’s judgment of what is VERY
important in life. Example: I value what my
parents think of me. I don’t want to disappoint
them, so I maintain good grades and stay out of
trouble. Non-Example: I value what my
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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parents think of me, but I like to stay out late
hanging out with my friends. When my parents
start to call to find out where I am, I ignore the
phone.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).

● Emotion: mood or feelings. Example: I get
excited when the outcome is better than I
thought it would be. Non-example: I don’t
know what I feel when things don’t go my
way. It’s like I am numb and when people ask
me how I feel I can’t answer.
will raise their hands if they
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
5 Teacher will read the following short story or choose a
personal story to share with the following components:
value, self-efficacy, and emotion.

When Sabrina was 14 years old, she was introduced to
the saxophone and decided she wanted to be the best
saxophone player. It wasn’t a commonly selected
instrument among her friends, but she liked being
Teacher will ask for a
volunteer to share how
Sabrina’s story demonstrated
the three components of
motivation.
Students listen to the lecture, engage
in the analysis of Sabrina’s story, and
takes notes or jot down key terms
about the process of analysis, make
predictions about Sabrina’s outcome
based on the story and students will
explain their justification of their
conclusion.

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different. As she began her classes, she quickly took to
it and would practice regularly to learn different songs.
She enjoyed the improvement she made. With each song
she learned to play, she was encouraged to learn a
more difficult one. She thrived in being a top performer
within her group. Soon, her music teacher invited her to
try out for the competitive group. Sabrina paused for a
bit and wondered if she was good enough to join the
advanced group. She didn’t say it but she was a worried
she would not meet the expectation. This competitive
group was made up of older teens and she would be the
youngest one. She talked herself into giving it a try and
taking a positive perspective- growth mindset. She was
excited, to say the least, until she showed up and heard
them practice. The group was so advanced that she felt
out-of-place. The combinations of techniques and
sounds were more advanced than she imagined.
Overwhelmed and stressed, she began to cry.
Embarrassed that everyone looked at her she ran to the
bathroom and didn’t want to be seen. She was sure she
wasn’t as advanced as everyone else in the group. She
never returned to music class again.

First, was she motivated? Did her motivation carry
her through? If there was a change, when did it
happen? Explain why there was a change in
motivation?

What did she value?

Did she seem self-efficacious? How did she
demonstrate it?

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What emotions do you think she felt? What emotions
did she display?

Why did she decide to never return to music class
(include all 3 components of motivation to justify)?
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will write a brief story about an academic
incident and analyze their motivation. Students will
justify the outcome based on the three components of
motivation.

Students will then follow the same process that was
modeled with some teacher guidance and feedback for
ensuring that they are focusing on the targeted
components of motivation: value, self-efficacy and
emotions.

Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

Students take a personal academic
incident and analyze their own
academic behaviors. Students will
take notes about their evaluation of
motivation.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify the components of motivation
prior to moving on to the authentic
assessment.

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When the correct response
has been made, then the
group may move on to
authentic assessment.
Authentic
Assessment
10 On a sheet of paper, create two columns: Seed 1 and
Seed 2. Watch the video and when it’s done, answer
the questions for each seed. Then the class will
discuss.

Video clip: https://youtu.be/6DsxIkh0YEo

What did the the seed value?
Did she feel self-efficacious? How do you know?
Were there emotions involved?

Seed 1 Seed 2
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will be asked to analyze the
story of the two seeds and identify the
components of motivation for each.
Retention and
Transfer
4 A brief discussion about the importance of the
components of motivation.
Will be facilitated by the teacher and students will share
their opinions.
Teacher will facilitate a brief
discussion on the importance
of the components of
motivation.
Students will explain the importance
of the components of motivation.
Big Ideas 1 Review and re-motivate: Motivation can lead you to
success when there’s a balance of the three components
or a hyper-component can hinder.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: value, self-efficacy and
emotions. The next lesson will focus on Values.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to academic
behaviors.
Total Time 55 min

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Unit 3: Motivation
Lesson 3.2: Values

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook
Color pencils
2x2 Post-its
Large poster paper
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “What do you value?”

This is what we are going to explore today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to summarize what they value
most.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will become aware of their values.

Risks Avoided: Students would feel lost or a lack of
purpose without defined/established values to align to.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have already investigated
their self-efficacy and had a glimpse of motivation in
the last unit.

New Knowledge: Students will be introduced to the
concepts of value as it pertains to educational outcomes.
Learning Strategies:
Students will explore the influence of value, self-
efficacy and emotions on their motivation.
They will choose an incident in which they were highly
motivated and dissect it to identify its components.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What do you value?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
interpretation of values.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Value: one’s judgment of what is VERY
important in life. Example: I value what my
parents think of me. I don’t want to disappoint
them so I maintain good grades and stay out of
trouble. Non-Example: I value what my
parents think of me but I like to stay out late
hanging out with my friends. When my parents
start to call to find out where I am, I ignore the
phone.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
10 Teacher will show video clip on Values:

Video Clip: https://youtu.be/Lg-wNxJ5XxY

Highlight definition provided in video: A value is more
important than your own feelings.

Let’s go back and take another look at Sabrina’s
story:

When Sabrina was 14 years old, she was introduced to
the saxophone and decided she wanted to be the best
saxophone player. It wasn’t a commonly selected
instrument among her friends, but she liked being
different. As she began her classes, she quickly took to
it and would practice regularly to learn different songs.
Teacher will ask for a
volunteer to share how
Sabrina’s story demonstrated
the three components of
motivation.
Students listen to the lecture, engage
in the analysis of Sabrina’s story, and
takes notes or jot down key terms
about the process of analysis.

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She enjoyed the improvement she made. With each song
she learned to play, she was encouraged to learn a
more difficult one. She thrived in being a top performer
within her group. Soon, her music teacher invited her to
try out for the competitive group. Sabrina paused for a
bit and wondered if she was good enough to join the
advanced group. She didn’t say it but she was a worried
she would not meet the expectation. This competitive
group was made up of older teens and she would be the
youngest one. She talked herself into trying it and taking
a positive perspective- growth mindset. She was
excited, to say the least, until she showed up and heard
them practice. The group was so advanced that she felt
out-of-place. The combinations of techniques and
sounds were more advanced than she imagined.
Overwhelmed and stressed, she began to cry.
Embarrassed that everyone looked at her she ran to the
bathroom and didn’t want to be seen. She was sure she
wasn’t as advanced as everyone else in the group. She
never returned to music class again.

Teacher prompts students to revisit what Sabrina
valued:
When we discussed Sabrina’s story the first time, we
said she valued music. But when we look at the same
story with the new definition in mind, did she value
music more than her own feelings?

What happened when her feelings got involved?
Possible answers: She was overwhelmed and
embarrassed; she did not return to music class. Sabrina
quit playing the saxophone.

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What do you think she really valued? Possible
answers: Sabrina cared more about what she could
show others.

Alternate ending to Sabrina’s story:
Sabrina cried in the bathroom and did not want to be
seen. The next class meeting, she returned to class
determined to play the saxophone the best she knew
how and overcome this next level of challenges.

What did Sabrina value if she had returned to class?
Possible answers: not giving up; her music.

Teacher will write the conclusion about what Sabrina
valued in the alternate ending on a Post-it.
Post-it options: Write “Music”, “keep trying” or draw
a symbol for music or create a visual that represents not
giving up on the post-it. (may use color pencils if
preferred)

NOTE: Save the post-it for the authentic assessment.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will write a brief story about an academic
incident and analyze what they value. Students will
justify their conclusion by explaining what they cared
for the most; did they value it more than their own
feelings?

Students will then follow the same process that was
modeled with some teacher guidance and feedback for
Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
Students take a personal academic
incident and analyze their own
academic behaviors. Students will
take notes about the evaluation of
their values.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

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ensuring that they are focusing on the targeted
component of motivation: value

made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Students will also be encouraged to
review the content and steps taken to
correctly identify their values prior to
moving on to the authentic
assessment.
Authentic
Assessment
10 Teacher has VALUES written on a poster. Students will
come up and place their post-its on it.

Teacher will then ask for volunteers to answer the
following:

What was your process in identifying that as your
value?

Why do you value that? What makes it more
important than your own feelings?
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will be asked to analyze the
process in identifying their value and
why it’s so important to them.

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Retention and
Transfer
4 A brief discussion about the importance of how values
drive our motivation will be facilitated by the teacher
and students will share their opinions.

Question: How do you think values influence our
motivation?
Teacher will facilitate a brief
discussion on the importance
of values.
Students will explain the influence of
values in their lives.
Big Ideas 1 Review and re-motivate: What we value can be a
driving force to reaching our desired outcomes.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: value, self-efficacy and
emotions. The next lesson will focus on Core Values.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to academic
behaviors.
Total Time 55 min

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Unit 3: Motivation
Lesson 3.3: Exploring Core Values

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook
Handout 3.3 a-c
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “What do you believe is your core
value?” What do you care about the most in life?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to identify their core value(s).

Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will be exposed a variety of values
and define which values they are most connected to.

Risks Avoided: Moving forward without realizing what
their core values are that can motivate them to make
progress in their desired outcomes.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
3 Prior knowledge: Students have a sense of what they
value and how values serve as a catapult to maintaining
motivation.

New Knowledge: Students will be introduced to the
concepts of core values. Students will explore core
values in-depth.

Learning Strategies:
Students will explore the influence of value, self-
efficacy, and emotions on their motivation.
They will choose an incident in which they were highly
motivated and dissect it to identify its components.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What do you believe is
your core value?” What do
you care about the most in
life?”
Students listen and watch presentation
of overview with guiding questions to
be successful in meeting the lesson’s
desired outcome.

Students evaluate their core values.
Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include:
● Value: one’s judgment of what is VERY
important in life. Example: I value what my
parents think of me. I don’t want to disappoint
them, so I maintain good grades and stay out of
trouble. Non-Example: I value what my
parents think of me, but I like to stay out late
hanging out with my friends. When my parents
start to call to find out where I am, I ignore the
phone.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
agree or would like to suggest
an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
10 Projecting handout 3.3a

STEP ONE:
Teacher will model the first step in identifying terms
that are aligned with his/her values by highlighting
or circling terms from the list provided.

Teacher will model task and
think aloud to demonstrate
the thought process in
selecting important terms,
without overthinking it, that
are aligned with his/her
personal values.

Teacher will also use an
electronic device, personal
phone or classroom tablet, to
look up definition or example
of how to appropriately use
terms.
Students listen to the lecture, engage
in the demonstration by making notes
or writing questions to be asked upon
completion of the teacher’s modeling.

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Projecting handout 3.3b

STEP TWO:
Teacher will sort terms into 5 major categories of
like-terms. If you have more than 5 groups, drop the
least important ones until there are only 5 groups.

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STEP THREE:
Then, teacher will highlight/circle a term in each
group that is most important within that group.

Projecting handout 3.3c

STEP 4: Write the highlighted terms in the first
column.
STEP 5: Write a verb in front of the term to make it
actionable.
STEP 6: Organize the phrases in order of importance to
you.

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Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using handouts 3.3a-c.

Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Students will be guided through the
task by following the steps on the
handouts.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
use an electronic device to look up
definition and examples of terms.
Authentic
Assessment
5 Teacher will then ask for volunteers to answer the
following:

Did you expect your list of core values to include the
terms you selected for your final list? (thumbs up or
thumbs down)

Write a brief journal entry about how you related to
the list of 5 core values identified.
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will be asked to reflect and
write about how they relate to their
final list of core values.

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Retention and
Transfer
4 A brief discussion about the importance of how core
values drive our motivation will be facilitated by the
teacher and students will share their opinions.
Teacher will facilitate a brief
discussion on the importance
of core values.
Students will explain the influence of
core values in their lives.
Big Ideas 2 Review and re-motivate: What we value can be a
driving force to reaching our desired outcomes.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
3 In-depth connections will be made by learning more
about each component: value, self-efficacy, and
emotions.

The next lesson will focus on visualizing core values. If
students would like, they can bring in their own pictures
or images to use in creating their visual.
Teacher previews next lesson
by drawing connections
between identified list and
visualizing it.
Students write notes connecting the
ideas about the newly identified core
values.
Total Time 55 min

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Handout 3.3a
Determine Your Core Values
(Source: http://www.taproot.com/archives/33161)

STEP ONE: Determine your core values. From the list below, circle the values that you connect with. Do not overthink
your selection. As you read through the list, simply circle the words that feel like a core value to you personally.

If you think of a value you possess that is not on the list, write it down.

Abundance
Acceptance
Accountability
Achievement
Adventure
Advocacy
Ambition
Appreciation
Attractiveness
Autonomy
Balance
Being the Best
Benevolence
Boldness
Brilliance
Calmness
Caring
Challenge
Charity
Cheerfulness
Cleverness
Community
Commitment
Compassion
Cooperation
Collaboration
Consistency
Contribution
Creativity
Credibility
Curiosity
Daring
Decisiveness
Dedication
Dependability
Diversity

Empathy
Encouragement
Enthusiasm
Ethics
Excellence
Expressiveness
Fairness
Family
Friendships
Flexibility
Freedom
Fun
Generosity
Grace
Growth
Flexibility
Happiness
Health

Honesty
Humility
Humor
Inclusiveness
Independence
Individuality
Innovation
Inspiration
Intelligence
Intuition
Joy Kindness
Knowledge
Leadership
Learning
Love
Loyalty
Making a Difference
Mindfulness
Motivation
Optimism
Open-Mindedness
Originality
Passion
Performance
Personal Development
Proactive
Professionalism
Quality
Recognition
Risk Taking
Safety
Security
Service
Spirituality
Stability

Peace
Perfection
Playfulness
Popularity
Power
Preparedness
Proactivity
Professionalism
Punctuality
Relationships
Reliability
Resilience
Resourcefulness
Responsibility
Responsiveness
Security
Self-Control
Selflessness

Simplicity
Stability
Success
Teamwork
Thankfulness
Thoughtfulness
Traditionalism
Trustworthiness
Understanding
Uniqueness
Usefulness
Versatility
Vision
Warmth
Wealth
Well-Being
Wisdom
Zeal

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Handout 3.3b
Determine Your Core Values- EXAMPLE
(Source: http://www.taproot.com/archives/33161)

STEP TWO: Group all similar values together from the list of values you just created. Group them in a way that makes
sense to you, personally. Create a maximum of five groupings. If you have more than five groupings, drop the least
important grouping(s).

Group 1 Group 2 Group 3 Group 4 Group 5
Abundance Acceptance Appreciation Balance Cheerfulness
Growth Compassion Encouragement Health Fun
Wealth Inclusiveness Thankfulness Personal
Development
Happiness
Security Intuition Thoughtfulness Spirituality Humor
Freedom Kindness Mindfulness Well-Being Inspiration
Independence Love Joy
Flexibility Making a Difference Optimism
Peace Open-Mindedness Playfulness
Trustworthiness

STEP THREE: Highlight ONE WORD within each grouping that represents the label for the entire group. Again, do not
overthink your labels – there are no right or wrong answers. You are defining the answer that is right for you.

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Handout 3.3b
Determine Your Core Values
(Source: http://www.taproot.com/archives/33161)

STEP TWO: Group all similar values together from the list of values you just created. Group them in a way that makes
sense to you, personally. Create a maximum of five groupings. If you have more than five groupings, drop the least
important grouping(s).

Group 1 Group 2 Group 3 Group 4 Group 5

STEP THREE: Highlight ONE WORD within each grouping that represents the label for the entire group. Again, do not
overthink your labels – there are no right or wrong answers. You are defining the answer that is right for you.

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Handout 3.3c
Determine Your Core Values- EXAMPLE

STEP FOUR: Write the five terms you highlighted in the first column.
STEP FIVE: Add a verb to each value so you can see what it looks like as an actionable core value.
STEP SIX: Finally, write your core values in order of priority.

Step 4 : Highlighted Terms Step 5 : Add a verb in front of term Step 6 : Write in order of importance to you
Freedom

Live in Freedom. 1. Live in Freedom.
Making a Difference

Seek opportunities for making a
difference.
2. Act with mindfulness
Mindfulness

Act with mindfulness. 3. Promote well-being
Well-being

Promote well-being 4. Multiply happiness
Happiness

Multiply happiness 5. Seek opportunities for making a difference.

The most important thing you can do for your personal success today is to know your core values and use them to guide
and lead you. Knowing core values is important because when we need to choose or decide something, we can do so
easily by simply determining if the choice lines up with our true values. A life lined-up with personal values is a well-lived,
purpose-filled life. ~Barb Phillips, Taproot Column Writer (source: http://www.taproot.com/archives/33161)

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Handout 3.3c
Determine Your Core Values

STEP FOUR: Write the five terms you highlighted in the first column.
STEP FIVE: Add a verb to each value so you can see what it looks like as a actionable core value.
STEP SIX: Finally, write your core values in order of priority.

Step 4 : Highlighted Terms Step 5 : Add a verb in front of term Step 6 : Write in order of importance to you

1.

2.

3.

4.

5.

The most important thing you can do for your personal success today is to know your core values and use them to guide
and lead you. Knowing core values is important because when we need to choose or decide something, we can do so
easily by simply determining if the choice lines up with our true values. A life lined-up with personal values is a well-lived,
purpose-filled life. ~Barb Phillips, Taproot Column Writer (source: http://www.taproot.com/archives/33161)

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Unit 3: Motivation
Lesson 3.4: Visualizing Your Core Values

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy, and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook
Handout 3.3c
Construction paper of various colors
Color pencils/markers
Magazine/newspapers
Glue
Scissors
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Think about your core values.
What do you visualize?”

This is what we are going to work on today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to visually interpret their core
value(s).

Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.

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Reasons for
Learning
- Benefits
- Risks Avoided
1 Benefits: Students will create a visual representation of
their chosen value(s).

Risks Avoided: Moving forward without interpreting
with visuals may facilitate forgetting the value(s).
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be use.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
3 Prior knowledge: Students have identified their core
values.

New Knowledge: Students will be interpreting their
core value(s).

Learning Strategies:
Students given the option to come to class with specific
visual to use in their visual representation of their core
values or they can find some in the
magazines/newspapers provided in class.

Students can use their own pictures, draw or use items
they find: pictures, words.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

“Think about your core
values. What do you
visualize?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students create a visual of their core
values.
Prerequisite
Knowledge
2 Students can use the variety of terms provided on
handouts 3.3a-c to create their visual for their core
values.
Teacher provides magazines
and newspaper, blank paper,
and color pencils/markers for
student to use their
imagination to create a visual
of their core values.
Student will use the supplies needed
to create their visual.

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Learning
Guidance
- Lecture
- Demo.
5 Handout 3.3a-c is on standby to facilitate terms that
support their core values.

Examples of collages are provided to students, but
they could create a visual any way they want.

Example: Love and Family

Example: Well-being

Teacher will model task and
think aloud to demonstrate
the thought process in
selecting important terms or
pictures used to create the
visual.

Teacher will also use an
electronic device, personal
phone, or classroom tablet, to
look up ideas, definition or
example of how to
appropriately use terms.
Students listen to the lecture, engage
in the demonstration by making notes
or writing questions to be asked upon
completion of the teacher’s modeling.

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Example: Friends

Practice and
Feedback
30 Practice occurs at each step of the procedure listed
above using handouts 3.3a-c.

Students will be prompted
and guided as needed. All
supplies will be made
available and teacher will
walk around the room as
students are creating to make
sure they are creating a visual
to represent their core
value(s).
Students will be guided through the
task if they have questions. Students
will raise their hand if they must
clarify.

Authentic
Assessment
5 Teacher will then ask students to reflect on their product
and journal about why they chose that specific
format/visual. What does the visual say to you?
Teacher provides assessment
materials, prompt for journal
entry.
Students will be asked to reflect and
write about their visual/end product.

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Retention and
Transfer
4 Question asked by teacher: How does your core value
influence your life/decisions outside of school?
Teacher will facilitate a brief
discussion on the importance
of core values as they apply
outside of school.
Students will explain the influence of
core values in their lives.
Big Ideas 1 Review and re-motivate: The visualization process is an
important one to retain and come back to in times of
need.
Teacher asks what their
opinion about the big picture
is.
Students will use their
notes/discussions from activities the
last couple of days to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
5 In-depth connections will be made by learning more
about each component: value, self-efficacy, and
emotions. The next lesson will focus on self-efficacy.
Teacher previews next lesson
by drawing connections
between core values and self-
efficacy.
Students write notes connecting the
ideas about the newly identified core
values.
Total Time 55 min

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Unit 3: Motivation
Lesson 3.5: Self-Efficacy- A Deeper Look

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy, and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Class set of Chrome books
Technology to display and guide students from teacher’s computer
Questionnaire Access Directions: http://www.researchcollaboration.org/uploads/Self-EfficacyQuestionnaireInfo.pdf
Teacher Directions on YouTube: https://youtu.be/_XvqLLD_W2U
http://www.researchcollaborationsurveys.org/ (teacher account created and log in for survey access)
*Access Self-Efficacy Survey
Notebook
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “What do you think your self-
efficacy level is?” “What if you could develop a
stronger self-efficacy?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to summarize their level of self-
efficacy.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
1 Benefits: Being able to clearly understand where your
level of self-efficacy is.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and

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- Risks Avoided Risks Avoided: Moving forward without clearly
understanding where your self-efficacy is.
be stated aloud while others
will be bullet points on the
screen.
will reference back to the initial
motivational scenario.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have already investigated
the meaning of self-efficacy and had a examples of
what it means.

New Knowledge: Students will have the opportunity to
summarize their own level of self-efficacy.

Learning Strategies:
Students will explore their level of self-efficacy by
completing a survey. They will reflect on their results
and share out.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What do you think your
self-efficacy level is?”
“What if you could develop
a stronger self-efficacy?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
interpretation of motivation.
Prerequisite
Knowledge
7 Review:

Self-Efficacy (4 Principles): Perception of our own
competence based on experiences (four principals:
personal and vicarious experiences, verbal persuasion,
and emotional state (Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other
people encourage or convince you to
perform a specific way.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms. Other students
will raise their hands if they
agree or would like to suggest
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Emotional state - the state of a
person’s emotions.

Teacher will ask for volunteers to generate examples
and non-examples based on what they recall from
reviewing the components of self-efficacy.

an adjustment to the
example/non-example to
make it clear. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
10 The teacher will provide student with the link to the
survey (provided in My Profile), and student number
issued by teacher.

Teacher will explain the Likert Scale and model how to
access the survey on the classroom display for all
students to view and follow each step.

The survey is a total of 13 items.

Teacher will ask to engage in
the completion of the survey
and to be transparent and
honest in their answers.
Students listen and watch the
demonstration of the access, survey,
and results.

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At the end of the survey, each student is given the
option to print their results:

After submission:
Students can view their own results.

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TEACHER ACCESS ONLY:
Teachers are able to view overall results by clicking on
“View” under My Surveys in My Portfolio.

At the bottom of the graphs demonstrating overall
standing, there are individual student results.

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Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will be prompted
and guided through the
completion of the SE survey.

Teacher will provide support
as needed to students to
encourage their access and
completion.
Students will complete the survey and
ask for support as needed to access it
and finish it.
Authentic
Assessment
10 Teacher will prompt students to journal about their
survey results:
“Were your Self-Efficacy results what you expected
them to be? Did your belief of your self-
efficaciousness any different than what the survey
showed? If there’s a difference, what is it and why
do you think it turned out to be difference from your
initial belief? What will you do to strengthen your
self-efficacy?”

Teacher will then ask for volunteers to share their
thoughts about their survey results?
Teacher will prompt
reflection and share out.

Teacher will recognize effort
made by students who shared.
Students will reflect on their survey
findings and share with the group.

Effort made in sharing will be
recognized and appreciated.
Retention and
Transfer
4 A brief discussion about the importance of how self-
efficacy is malleable. We can control our perspective
and drive our self-efficaciousness.
Teacher will facilitate a brief
discussion.
Students will engage in the brief
discussion by sharing their thoughts
about the topic, agreeing or not.
Big Ideas 1 Review and re-motivate: Self-efficaciousness is crucial
in self-regulation; it is not fixed and based on
perceptions of experiences.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: value, self-efficacy and
emotions. The next lesson will focus on experiences.
Teacher previews next
lesson.
Students listen to the focus of the next
lesson.
Total Time 55 min

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Unit 3: Motivation
Lesson 3.6: Self-Efficacy-Performance/Vicarious Experience

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook paper
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Where do your beliefs come from?
How do you know what acceptable behavior is?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will explain the impact of performance and
vicarious experience on their motivation.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will be conscious of how they learn
behaviors

Risks Avoided: Students are not aware of negative
influences and vicariously learn bad habits.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have a basic understanding
of the components of self-efficacy.

New Knowledge: Students will explore the impact of
performance and vicarious experiences and how it
affects their motivation in daily choices.

Learning Strategies:
Teacher will discuss a few scenarios and facilitate a
class discussion about our performance and vicarious
experiences. Students will share their own stories to
express their understanding of the concepts.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“Where do your beliefs
come from? How do you
know what acceptable
behavior is?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
interpretation of motivation.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal)
experience- perceptions of past
experiences.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms.

Other students will raise their
hands if they agree or would
like to suggest an adjustment
to the example/non-example
to make it clear.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Vicarious experience- learning
by observing others.
○ Verbal persuasion- when other people
encourage or convince you to perform
a specific way.
○ Emotional state - the state of a
person’s emotions.

Today’s focus are Performance and Vicarious
Experiences- it could be as simple as a peer’s comment
or continuous talk to convince someone to perform/
behave in a specific manner.

Note: We learn from observing others; especially our
family and peers.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.
Learning
Guidance
- Lecture
- Demo.
10 performance experience

Teacher explains:
An example of performance experience is most likely
how you learned if you are good at a subject or not.
“Personally, I was not good in __________. I knew
that because I struggled to understand how to the
basics. I practiced, I asked for help, I attempted to
do things differently, but I tend to score low and I
simply do not enjoy it. Based on my experiences in
this area, ________, I knew that this was not area of
strength for me. “

“However, I am great at _______. I may struggle at
times to fully understand, but I think of it as a
puzzle and I continue to look for ways that will help
Teacher will share a personal
story about performance
experience and the lesson
learned from that experience
as an example.

Teacher will show the first
video and facilitate a guided
discussion about vicarious
experience and how we learn
by observing others’
behaviors.
Students listen to the lecture, engage,
and takes notes or jot down key terms
about the process of analysis.

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me learn it. I practice, and I do well. I challenge
myself and I enjoy the tasks; I get lost in it and have
a good time. In tests, I do very well. I know I am
good at this.”

Prompt students to share a story about something they
learned about themselves based on performance
experience. For example: riding a bike, to swim, how
to safely drink a hot drink.

Teacher will show video clip.

Video Clip: https://youtu.be/Mhe6p3Xkzt0

Teacher asks: What did Julian learn vicariously
from Sonny?

Another example of vicarious experience:
Video Clip: https://youtu.be/sTGUrGaYh7s (ONLY
first 45 seconds)

Teacher highlights: that the neighborhood kids believe
the mobsters are cool and can mock their body language
since they see them every day. No one has formerly
taught them to behave a certain way to act like the local
gangsters.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic scenario.

Students will write a brief story about an academic
incident and analyze what the outcome was.

Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
Students take a personal academic
incident and analyze their own
academic behaviors. Students will
take notes about their evaluation of
self-efficacy.

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Questions for students to answer: What did you learn
from that experience? Was it performance based or
vicarious experience? Justify your reasoning.

volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
correctly identify performance or
vicarious experience prior to moving
on to the authentic assessment.

Students will share for their
assessment.
Authentic
Assessment
10 Teacher will prompt students to share their experience
and identify if it was performance or vicarious
experience.
Teacher provides assessment
materials, prompt and
corrective feedback as
needed.
Students will share their experience
and justify it.
Retention and
Transfer
4 A brief discussion about the importance of how
experiences drive our motivation will be facilitated by
the teacher and students will share their opinions.
Teacher will facilitate a brief
discussion on the importance
of experiences.
Students will explain the influence of
experiences in their lives.
Big Ideas 1 Review and re-motivate: How we perceive our
experiences will drive our motivation and persistence in
reaching our desired outcomes.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: value, self-efficacy and
emotions. The next lesson will focus on Core Values.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to academic
behaviors.
Total Time 55 min

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Unit 3: Motivation
Lesson 3.7: Self-Efficacy-Verbal Persuasion

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Handout 3.7a
Handout 3.7b
highlighter
Journal and Journal Entry Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “In what ways does your peer
feedback/response affect your choices?”
“What role does your inner dialogue play in your
choices and reactions?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will receive feedback from their peers-
intentional verbal persuasion. Students will explore
self-talk
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will hear receive feedback from
their peers about themselves.

Risks Avoided: Students wonder what their peers think
of them.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have a basic understanding
of the components of self-efficacy.

New Knowledge: Students will listen to their peers’
honest feedback about them (emphasizing verbal
persuasion).

Learning Strategies:

Peer Feedback:
Using positive language, students will provide honest
and genuine feedback to two peers. Students will be
assigned two peers, selected by the teacher, to whom
they will write two brief notes- anonymously.

1st- Complement:
The first note will complete the thought “Something I
really admire about you is…” Example: your ability
to handle your friends, school and your part-time work.
Or, you’re very approachable. Or, your friendliness.

2nd- Constructive Feedback:
The second note will complete the thought “Advice I
have for you is...” Example: I advise you to minimize
interrupting others when they are speaking. Or, be
conscious of your angry face when someone tries to
correct you.

Inner Dialogue:
Students will also be introduced to the concept of inner
dialogue (self-talk) as a form of verbal persuasion.
Students will read a list of phases of affirmation.
Students will highlight phrases that are calming,
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:

“In what ways does your
peer feedback/response
affect your choices?”

“What role does your inner
dialogue play in your
choices and reactions?”
Students listens and watches
presentation of overview with guiding
questions to be successful in meeting
the lesson’s desired outcome.

Students evaluate their current
interpretation of verbal persuasion.

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strengthening, and energizing to them. They may
volunteer and share one phrase that resonates most with
them the most. These phrases are meant to expand their
self-talk vocabulary.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when
other people encourage or
convince you to perform a
specific way.
○ Emotional state - the state of a
person’s emotions.

Today’s focus is Verbal Persuasion- it could be as
simple as a peer’s comment or continuous talk to
convince someone to perform/ behave in a specific
manner. Though most verbal persuasion comes from
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms.

Other students will raise their
hands if they agree or would
like to suggest an adjustment
to the example/non-example
to make it clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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others, it is important to also recognize our inner
dialogue as a form of verbal persuasion.

Note: Constructive feedback is important in
maintaining a sense of efficacy as it may help overcome
self-doubt.
Learning
Guidance
- Lecture
- Demo.
10 Teacher will show video clip on Constructive Feedback:

Video Clip: https://youtu.be/WmLZyB99ITA

Highlight the steps provided in the video clip:
TIPS for Constructive Feedback-
1. Be direct; not rude.
2. Express concern; communicates a sense of
importance.
3. Express appreciation; gives your words extra
potency.
4. Not personal, hostile, picky, or demeaning.
5. Make it caring, clear, and focused on
improvement.

Teacher will prompt group to arrange desks in a circle,
so we can all see each other.

Students will be provided with two sheets. Each sheet
will have a peer’s name. This is who they are writing
comments to. The sentence starters are already written
on the page. See handout 3.7a.

Then, students will be introduced to the concept of inner
dialogue. Teacher will provide a minute of silence for
students to acknowledge their inner thoughts/talk.
Students will acknowledge their self-talk - they won’t
Teacher will engage in
watching the video and
making notes of the Tips for
Constructive Feedback.

The concept of inner dialogue
will be introduced at the end.
The teacher will provide a
minute for students to sit
silently and listen to their
inner voice. Students are not
prompted to control their
thoughts. Students will be
encouraged to simply listen
to their inner voice.

A list of phrases of
affirmation will be provided
for students to read and
highlight terms that are
encouraging and energizing
to them.

Students will be asked to
keep the list and occasionally
review it to expand their
positive self-talk vocabulary.
Students listen to the lecture, engage
in the highlights, and add them to
their notes.

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share what they were thinking/hearing. This is simply
to acknowledge the ongoing inner dialogue we all have.

Using handout 3.7b, students will take a minute to read
the phrases and highlight the phrases that calm,
strengthen, and/or energize them.
Phrases of affirmation will be
covered in depth later in this
unit.
Practice and
Feedback
15 Peer Feedback:
Practice occurs at each step of the procedure listed
above. Use handout 3.7a.

Students will write comments to their assigned peers
and follow the guidelines provided in giving feedback.

Students will then follow the same process that was
modeled with some teacher guidance in providing their
peer with feedback.

Then all papers will be folded in half and given to the
teacher. The teacher will then quickly read each one
silently and give it to the student the comment is meant
for.

Students will sit and reflect on the feedback received
from their peers. Students will share one highlight.
Something that help them feel better about themselves
or one that that made them ponder, perhaps something
unexpected.

Inner Dialogue:
The teacher will prompt students to clear their desk. Sit
still for a minute, eyes closed or resting on comfortable,
fixed place and let their silence allow them to listen to
their inner, self-talk. Students won’t share what they
Students will be prompted
and guided through the
completion of constructive
feedback to two peers.

The steps in writing
constructive feedback should
be listed for students to view
as needed during this
practice.

The teacher will close the
lesson with a minute of
silence for students to listen
to their inner, self-talk.
Students should not try to
manage the dialogue.
Students are encouraged to
simply listen and
acknowledge this inner voice
which also persuades our
actions and beliefs. A list of
phrases of affirmation will be
provided to students, handout
3.7b. Students will be
directed to read and highlight
terms that calm, strengthen,
Students will follow the steps
provided in constructive feedback to
peers.

Towards the end of the lesson, words
of affirmation will be introduced.
Students will highlight terms that
calm, strengthen, and energize them.
These phrases are meant to expand
their self-talk vocabulary.

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are thinking/hearing, but they will acknowledge there is
self-talk. The teacher will prompt students to raise their
hand if they acknowledge their inner talk.

The teacher will explain that this self-talk is another
form of verbal persuasion. This self-talk also influences
our choices and actions. We convince ourselves to and
out of next steps.

Handout 3.7b will be shared with students. Students will
use a highlighter to highlight phrases that calm,
strengthen and/or energize them. These are the phrases
that will encourage us to keep moving towards our
goals when challenges arise.

The teacher will ask for volunteers to share one phrase
that may be most influential to them.
and energize them. Inner
dialogue is also another form
of verbal persuasion.

Authentic
Assessment
10 Teacher gives students time to reflect and write about
their thoughts and feelings about their peer’s feedback
to them and their self-talk

What was your reaction to your peers’ feedback?
How did that make you feel? Do you agree with it?
Why or why not? What it unexpected?

What’s the impact of acknowledging your inner
dialogue? Which phrases speaks to you the loudest?
Teacher provides assessment
prompts and clarifying
feedback as needed.
Students will be asked to analyze
their thoughts and feelings about their
peer’s feedback and inner dialogue as
verbal persuasion.
Retention and
Transfer
4 A brief discussion about the importance of how values
drive our motivation will be facilitated by the teacher
and students will share their opinions.

Teacher will facilitate a brief
discussion on the importance
of verbal persuasion on our
motivation.
Students will explain the influence of
verbal persuasion on our motivation.

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Question: What’s the significance of verbal
persuasion on motivation?
Big Ideas 1 Review and re-motivate: Peer’s and self-talk is a strong
influence in our choices and actions.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: Emotions, as the last component
of motivation, is next.
Teacher previews next lesson
by drawing connections
between academic
performance and academic
practices.
Students write notes connecting the
ideas and strategies in connecting
academic outcomes to academic
behaviors.
Total Time 55 min

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Handout 3.7a
Peer Feedback

These comments were thoughtfully written for: __________________________________________________

1st- Complement:
Something I really admire about you is…

2nd- Constructive Feedback:
Advice I have for you is...

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Handout 3.7b

Phrases of Affirmation

There is no one better than myself. I can get through anything. My positive thoughts create positive feelings.
I am enough. I can do anything I put my mind to. Today I will walk through my fears.
I get better every day. I give myself permission to make choices. I am open and ready to learn.
I am an amazing person. I can do better next time. Every day is a fresh start.
All of my problems have solutions. I have everything I need right now. If I fall, I will get back up again
Today I am a leader. I am capable of so much. I am whole.
I forgive myself for my mistakes. Everything will be okay. I only compare myself to myself.
My challenges help me grow. I am free to make my own choices. I can do anything.
I am perfect just the way I am. I deserve to be loved. It is enough to do my best.
Today is going to be a great day. I can make a difference. I can be anything I want to be.
I have courage and confidence. Today I choose to be confident. I accept who I am.
I can control my own happiness. I am in charge of my life. I matter.
I have people who love and respect me. I have the power to make my dreams come true. Today is going to be an awesome day.
I stand up for what I believe in. I believe in myself and my abilities. It’s okay not to know everything.
I believe in my goals and dreams. Good things are going to come to me. Today I choose to think positive.
My confidence grows when I step outside my
comfort zone.

Source: https://www.pinterest.com/pin/553028029231791247/

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Unit 3: Motivation
Lesson 3.8: Range of Emotions

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy, and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook paper
Handout 3.8a
Handout 3.8b

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs. Some students my become agitated
and challenged by having to analyze their emotions. Sharing with the larger group will be an option. Time flexibility will be granted to encourage the
completion of the tasks. Teacher will provide personal examples, patience, a growth mindset and encourage authenticity.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “What are our most basic
emotions? How often are we aware of them? How do
heightened emotions impact motivation and
learning?”

This is what we are going to investigate today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will explore the range of their own basic
emotions and its impact on motivation and learning
outcomes.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will learn about the range of
emotions and choose the correct term to describe their
emotions to seek support and maintain their motivation.

Risks Avoided: Students are not conscious of their
emotions nor have the terminology to communicate
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.

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how they feel, therefore, students may give up on their
goal and never receive emotional support to maintain
motivation.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students recall specific incidents in
which their emotions are heightened, yet unaware of
how their emotions impact their academic performance.

New Knowledge: Students will be conscious of their
emotions and how emotions impact learning outcomes.

Learning Strategies:
Students will explore a range of emotions by creating
examples and non-examples. Students will then identify
the emotions they relate to the most.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What are our most basic
emotions? How often are
we aware of them? How do
heightened emotions impact
motivation and learning?”
Students listen and watch presentation
of overview with guiding questions to
be successful in meeting the lesson’s
desired outcome.

Prerequisite
Knowledge
7 Review course’s purpose to provide an opportunity to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms.

Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
○ Verbal persuasion- when other people
encourage or convince you to perform
a specific way.
○ Emotional state - the state of a
person’s emotions.

Emotions- (and a contributing factor in self-
efficacy) a component of motivation. Emotions
play a significant role in whether behavior will
be initiated, sustained, or retracted.

Positive activating emotions (enjoyment)
promote high-quality learning.

Negative activating emotions (anger/anxiety)
can undermine learning.

Negative deactivating emotions (boredom)
uniformly derail learning.

● Basic Emotions: anger, disgust, fear, anger,
surprise and disgust.
● Opposite emotions: Joy-sadness, anger-fear,
trust-distrust, surprise-anticipation.
Source:
https://www.google.com/search?q=basic+emot
ions&oq=basic+emotions&aqs=chrome..69i57j
0l5.2509j0j8&sourceid=chrome&ie=UTF-8

Other students will raise their
hands if they agree or would
like to suggest an adjustment
to the example/non-example
to make it clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

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Today’s focus is Emotional State- it could be as
simple as becoming aware of our emotions at any given
time and reflecting on the impact of our emotions on
our motivation to keep moving towards our desired
goals.
Learning
Guidance
- Lecture
- Demo.
10 Behavior expectations will be set prior to beginning this
activity.

Teacher will ask students to review all vocabulary listed
above.

Each term/concept will be explained by teacher.
Teacher will provide examples and non-examples for
each. Where applicable, the teacher will provide
personal examples for students to relate to and
strengthen the level of trust and safety within the group.

Students will also be encouraged to provide examples
and non-examples from their own personal experiences.

When strong, negative emotions as discussed, outcomes
will be highlighted. Preventative strategies will be
discussed. If the student expresses having a severe
Teacher will engage students
in dialogue about the role of
emotions in academic
performance and outcomes.

It is critical to the “safety” in
the class that students remain
respectful while others share
their personal experiences.

The teacher’s role is to
facilitate a trusting and
respectful environment at all
times.

Range of emotions will be discussed
as students drive the conversation.

Students understand the behavior
expectation: respect will be
implemented at all times to provide
an encouraging, trusting and safe
environment where students can share
and learn together.

Practice and
Feedback
20 A class discussion based on emotion terms and concepts
as it relates to academic motivation will be initiated by
teacher but ideally maintained and driven be student
dialogue.

The teacher’s role is to maintain the dialogue respectful
and on-topic (avoiding off-topic tangents for too long)
and redirecting the conversation to range of emotions.

Students will be prompted to
participate in group
conversations

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
Students take a personal academic
incident and analyze their own
academic behaviors. Students will
take notes about their evaluation of
motivation.

Students will have multiple
opportunities to succeed and

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The conversation should extend to how emotions
impact motivation in general and what that translates to
in other areas of their life.

Authentic Assessment: As students listen and engage
in the conversation, they will write notes in their
journal. Single words that they relate to will be listed.
The goal is to develop an emotion-based vocabulary to
improve their expressions of emotions and improve
effective communication.

Teacher will prompt students to share. Volunteers
share the emotion-based terms they will adopt into their
vocabulary to clearly express their emotions.
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

There are no right or wrong
answer. However, it is
important that the
conversation remain on-topic.
demonstrate proficiency before the
assessment.

Students will be encouraged to share
how emotions impact academic
outcomes and other areas of their life.

Students write notes of highlights and
terms they relate to. This will provide
students with a list of emotions-based
vocabulary to improve their
communication and expression.
Authentic
Assessment
5 Authentic assessment is embedded in the body of the
lesson so that students may complete the tasks at their
own pace with the intention of providing individualized
emotional support as needed for students who are
challenged with identifying their emotions.
Teacher will provide an opportunity to for students to
share their summaries and/or terms that they have
adopted into to their vocabulary to become effective
communicators about their emotions.
Teacher provides assessment
prompts and corrective
feedback as needed.
Students will be asked to analyze
their daily routine and align their
emotions to it.
Retention and
Transfer
4 A brief discussion about the importance of how
emotions drive our academic motivation will be
facilitated by the teacher and students will share their
opinions.
Teacher will facilitate a brief
discussion on the importance
of their emotions on their
motivation and academic
performance.
Students will explain the influence of
their emotions in their academic lives.
Big Ideas 1 Review and re-motivate: What is the influence of our
emotions on motivation?
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.

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Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about each component: Emotions, are the last
component of motivation.
Teacher previews next lesson
by drawing connections
between academic
performance and emotions.
Students write notes about the ideas
and strategies in connecting academic
outcomes to academic behaviors.
Total Time 55 min

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Handout 3.8a

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Handout 3.8b

Emotions

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Unit 3: Motivation
Lesson 3.9: Self-Efficacy-Emotional Patterns

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy, and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Notebook paper
Handout 3.9a
Handout 3.9b

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs. Some students my become
agitated and challenged by having to analyze their emotions. Sharing with the larger group will be an option. Time flexibility will be granted to encourage the
completion of the tasks. Teacher will provide personal examples, patience, a growth mindset and encourage authenticity.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “How would you describe your
emotional pattern? Do you have an emotional
routine? What are your triggers?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation” through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will evaluate their behavior and seek to
identify emotional patterns.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will be conscious of their emotional
state and triggers.

Risks Avoided: Students tend to have impulsive
negative reactions.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial self-
efficacy scenario.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students have a basic understanding
of the emotions

New Knowledge: Students will be conscious of their
emotional patterns.

Learning Strategies:
Students will develop a schedule of their daily routine
and align it to their common feelings. Then, students
will reflect on this alignment and identify possible
triggers for happy moments and negative moments.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “How
would you describe your
emotional pattern? Do you
have an emotional routine?
What are your triggers?”
Students listen and watch presentation
of overview with guiding questions to
be successful in meeting the lesson’s
desired outcome.

Students evaluate a typical day in
search of emotional patterns and
triggers.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms.

Other students will raise their
hands if they agree or would
like to suggest an adjustment
to the example/non-example
to make it clear.
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Verbal persuasion- when other
people encourage or convince
you to perform a specific way.
○ Emotional state - the state of a
person’s emotions.

● Basic Emotions: anger, disgust, fear, anger,
surprise and disgust.
● Opposite emotions: Joy-sadness, anger-fear,
trust-distrust, surprise-anticipation.
Source:
https://www.google.com/search?q=basic+emot
ions&oq=basic+emotions&aqs=chrome..69i57j
0l5.2509j0j8&sourceid=chrome&ie=UTF-8

Today’s focus is Emotional State- it could be as
simple as becoming aware of our emotions at any given
time.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.
Learning
Guidance
- Lecture
- Demo.
10 Teacher will ask students to volunteer answers to the
questions: What tends to be the more memorable
emotion? Does that emotions cause long-lasting
effects? For example: someone’s feelings were hurt, or
there was a loss in trust; perhaps it strengthened a
relationship and bond.

Discuss how negative emotions tend to cause
REACTIONS. Impulsive reactions based on emotions
may lead to long-lasting, negative effects. Therefore, it
is important that we become conscious of our sensitive
time of the day and our triggers. If we are conscious of
the latter, it can help with preventing long-lasting
Teacher will engage in
watching the video and
making notes of the Tips for
Constructive Feedback.
Students listen to the lecture, engage
in the highlights and add them to their
notes.

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damage to relationships or keep us from making
impulsive, poor decisions.

Teacher will show video clip on losing control of our
emotions.

Video Clip: https://youtu.be/3bKuoH8CkFc

Students will have their table of emotions (from 3.8)
available to accurately use the best fitting terms as they
align their emotions to their daily routines.

The teacher will complete the first column of Handout
4.9 then complete the second column of the handout. As
the teacher models the alignment of their emotions and
daily routine, s/he will think aloud to demonstrate their
thinking/reasoning process.
Practice and
Feedback
20 Practice occurs at each step of the procedure listed
above. Use handout 3.9a & b.

As students complete their task, teacher will walk
around and check for accurate completion of the
process.

First, students are writing down their daily
routine.

Second, students will write the emotions
aligned to that part of the routine.

Third, will highlight the two or three strongest
emotions and describe possible triggers for that
emotion.
Students will be prompted
and guided through an
analysis of academic
practices.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

Students take a personal academic
incident and analyze their own
academic behaviors. Students will
take notes as they evaluate their
emotions.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will be encouraged to share
their highlight.

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(Authentic Assessment-Handout 3.9b)
Fourth, students will summarize their
emotional pattern and possible triggers.

As the teacher monitors student progress, the teacher
will recognize students who demonstrate understanding
and provide corrective feedback and acknowledge
students’ efforts. Non-examples that come up in
conversations are important to share with the class so
that learning can occur.

It is important that the teacher share personal accounts
where applicable to facilitate and encourage the
completion of this process of analyzing emotions.
Emotions are very raw and human- it is important that
students feel safe enough in the learning environment to
be authentic with themselves and others.
After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
responses then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Authentic
Assessment
5 Use handout 3.9b
Authentic assessment is embedded in the body of the
lesson so that students may complete the tasks at their
own pace with the intention of providing individualized
emotional support as needed for students who are
challenged with identifying their emotions.

Teacher will provide an opportunity to for students to
share their summaries.
Teacher provides assessment
prompts and corrective
feedback as needed.
Students will be asked to analyze
their daily routine and align their
emotions to it.
Retention and
Transfer
4 A brief discussion about the importance of how values
drive our motivation will be facilitated by the teacher
and students will share their opinions.

Teacher will facilitate a brief
discussion on the importance
of their emotions on their
motivation and academic
performance.
Students will explain the influence of
their emotions on their academic
lives.

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Question: How do you think emotions influence our
motivation and academic decisions?
Big Ideas 1 Review and re-motivate: Emotions are tied to our daily
routine.
Teacher asks what their
opinion about the big picture
is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
A plan to maintain academic motivation will be
developed.
Teacher previews next lesson
by drawing connections
between academic
performance and emotions.
Students write notes about the ideas
and strategies in connecting academic
outcomes to academic behaviors.
Total Time 55 min

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Handout 3.9a
Everyday Emotions

Directions: Complete each column. Use rough time estimates. For example: if you wake up at 6:45am, use 6:30am or 7:00am.
Time Task Emotion Possible Trigger
6:00 am
7:00 am
8:00 am
9:00 am
10:00 am
11:00 am
12:00 pm
1:00 pm
2:00 pm
3:00 pm
4:00 pm
5:00 pm
6:00 pm
7:00 pm
8:00 pm
9:00 pm
10:00 pm
11:00 pm

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Handout 3.9b
Summary of Emotional Patterns

Directions: Summarize major emotions from 3.9a. Describe the time of the day, location and what may trigger heightened emotions.

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

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Unit 3: Motivation
Lesson 3.10: Summative Assessment- Motivation Plan

Unit Duration: 55 minutes

Introduction: This is the third unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that student benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote motivation with the intention of strengthening self-regulatory practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will design a strategy plan to maintain motivation that addresses value, self-efficacy, and
emotional patterns.
Enabling Objective(s):
● Know what value, self-efficacy and range of emotions mean.
● Know what a realistic strategy plan is.
● Identify what your value, degree of self-efficacy and how your range of emotions influence your academic performance.
● Describe your emotional patterns.
● Identify resources to support and maintain academic motivation.

Lesson Materials:
Class notes and journal
Handout 3.10a
Handout 3.10b

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs. Some students my become
agitated and challenged by having to analyze their emotions. Time flexibility will be granted to encourage the completion of the tasks. Teacher will provide
personal examples, patience, a growth mindset and encourage authenticity.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask,
“What’s your plan to succeed during motivationally
challenging times?”

This is what we are going to look into today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, the learner can
engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of “self-
regulation “through the self-
observation process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will create a motivation plan that addresses
value, self-efficacy, and emotions.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to and reads
objectives.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Students will have a plan to avoid impulsive
reactions to prevent them from attaining their academic
goals.

Risks Avoided: Students stop working towards their
academic goals when challenges arise.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Students listen and read the reasons
for learning. Visual symbols/icons for
benefits and risks will be used.
Overview 5 Prior knowledge: Students know the components of
motivation: value, self-efficacy, and emotions.
Teacher describes and
explains prior knowledge as
Students listen and watch presentation
of overview with guiding questions to

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- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)

New Knowledge: Students will access resources to

Learning Strategies:
Students will apply their knowledge of value, self-
efficacy and emotions to develop a plan that will keep
them motivated during challenging times.

well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge:
“What’s your plan to
succeed during
motivationally challenging
times?”
be successful in meeting the lesson’s
desired outcome.

Prerequisite
Knowledge
7 Review of purpose of course will be provided to activate
prior knowledge and prepare learner for the new
knowledge.

Definitions and examples/non-examples of topics
include: agency and, self-regulation will be reviewed.

● Dembo & Seli’s SR skills:
○ Motivation- “Each semester I write
down goals that I want to attain. When
I feel down, I talk to myself to
motivate me to keep on task.”
○ Use of time- “I keep a weekly
calendar of my activities.”
○ Methods of learning- “I use a
timeline to recall the dates of major
battles in my history course.”
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge relates to
making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning
of the terms.

Other students will raise their
hands if they agree or would
like to suggest an adjustment
to the example/non-example
to make it clear.

Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

Students engage in quick check to
review prerequisite knowledge.

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○ Physical environment- “I go to the
library to study before exams.”
○ Social environment- “I turn off the
TV and cell phone, so I can
concentrate on what I am doing.”
○ Monitoring performance- “I
evaluate the results of each of my
exams to determine how I can better
prepare for future exams.”

● Academic motivation: The amount of effort
exerted to make sense of the material to be
learned; to engage in the cognitive processes of
selecting, organizing and integration required
for meaningful learning (Mayer, 2011).
● Mental effort: the number of non-automatic
mental elaborations applied to academic
material such as planning, rehearsing,
organizing, monitoring, making decisions,
solving problems, and assessing progress
(Salomon, 1983).

● Value: one’s judgment of what is VERY
important in life.

● Self-Efficacy (4 Principles): Perception of our
own competence based on experiences (four
principals: personal and vicarious experiences,
verbal persuasion, and emotional state
(Bandura, 1977).
○ Performance (personal) experience-
perceptions of past experiences.
○ Vicarious experience- learning by
observing others.
Effort will be acknowledged
even if answer is not correct.
Students and teacher will
provide corrective feedback
immediately if answer
provided is incomplete or
incorrect.

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○ Verbal persuasion- when other people
encourage or convince you to perform
a specific way.
○ Emotional state - the state of a
person’s emotions.
Learning
Guidance
- Lecture
- Demo.
10 AS A GROUP- Using handout 3.10a teacher and
students will identify school and home resources to
maintain motivation in challenging times. These
resources will be discussed and explained. Students will
provide information they know of and have accessed.
Students will share why they benefited from that
resource. Then, students will identify resources they are
most likely to access in the school and home settings to
maintain motivation.

The teacher will model the completion of the Motivation
Plan (handout 3.10b) by using Unit 3’s notes from
previous lessons and journal entries to determine what
the best fit in completing the plan is.
Teacher will model the
completion of the Motivation
Plan by using notes and
journal entries from Unit 3.
Students listen to the lecture, engage
in the teacher modeling.

Using their notes and journal entries
from Chapter 3, students will prepare
to complete their own Motivation
Plan.
Practice and
Feedback
20 INDIVIDUALLY- Students will rely on the information
gained in Unit 3 (notes and journal entries) to complete
their Motivation Plan.

Handout 3.10b- focuses on one desired outcome. If
students want to complete the form for two desired
outcomes, they may.
Students will be prompted
and provided with corrective
feedback as needed.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
Students will use notes and journal
entries to develop their plan to
maintain motivation using
information about themselves that
they have learned in previous lessons
about their evaluation of motivation.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

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students to the correct and
complete response.
Students will be encouraged to share
their highlight of this activity towards
the end of the lesson.
Authentic
Assessment
5 Teacher will provide an opportunity to for students to
share their summaries.
Teacher encourage students
to share their plan.
Students will share their plan while
others listen attentively.
Retention and
Transfer
4 Question: How does planning for problems help us? Teacher will facilitate a brief
discussion on the importance
of for possible
challenges/problems.

The teacher will explain:
Though we cannot plan for
every possible challenge we
can develop a plan and make
adjustments as needed to
resolve the issue and keep
moving forward.
Students will explain the benefits of
planning ahead of time for possible
challenges.
Big Ideas 1 Review and re-motivate: How many of us run low on
academic motivation? (applicable students raise their
hand) Who has the potential to improve our
motivation? (Possible answer: ourselves. Only we
can truly impact our own motivation.)
Teacher asks the questions. If
time allows, students will
reply.
Students will reply to the questions if
time allows. If not, it is something to
consider.
Advance
Organizer for
the Next Unit
First-hand connections will be made by learning more
about each component: Emotions, as the last component
of motivation.
Teacher previews next lesson
by drawing connections
between motivation and
emotional management.
Students listen to what’s ahead.
Total Time 55 min

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Handout 3.10a

Motivational Resources

Directions: List the resources that are available to you at school and home. Highlight the resources you are most likely to use in each
setting. Below, list words of affirmation that you can use in your self-talk.

School Home

What words would you use to bring comfort, energy and safety when challenges arise (words of affirmation)?

__________________________________________ ___________________________________________

__________________________________________ ___________________________________________

__________________________________________ ___________________________________________

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Handout 3.10b
Unit Assessment: Motivation Plan

Directions: Use the information gathered in Unit 3 to complete the motivation plan.

Desired academic outcome: _____________________________________________________________________________________________

Value: The significance of that ____________________________________ (value) holds is _________________________________________

because ______________________________________________________________________________________________________________

Self-Efficacy: __________________________________ (component(s) of self-efficacy) has/have the most influence on me because

_____________________________________________________________________________________________________________________

Words of affirmation: __________________________________________________________________________________________________

Emotions: The following emotions have the strongest impact on my decisions:

Positive-________________________________ I can find my happy place when I_________________________________________________

Negative- _______________________________ the trigger(s) is/are- ___________________________________________________________

_____________________________________________________________________________________________________________________

When I am having strong emotions (e.g., anger, frustration, anxiety/depression), I will access these resources ________________________,

______________________________ at school and _____________________________, ____________________________when I am at home.

When I recognize initial negative emotions, I will _________________________________________________________________ to minimize

impulsive reactions and think about options available before I make decisions. My goal is to ______________________________________.

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Unit 4: Emotion-Management

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Unit 4: Emotion-Management
Lesson 4.1: Physiological Reactions

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.
Connections to previous unit: Students have identified their core values, learned the various components of self-efficacy and explored emotions. Unit 3
will delve into emotions and how to recognize triggers to self-manage to minimize abruptive behaviors. .

Lesson Materials:
Notebook paper
Journal
Notes from Range of Emotions from lesson 3.8
Handout 4.1a
Handout 4.1b (2 copies per student)

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “What does your strongest
emotion look like? Sound like? Feel like? Where
does it come from?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will describe what their strongest
emotions (positive and negative) look like, sound
like, feel like and its origin.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
4 Benefits: Students will be conscious of the
physiological reaction by their strongest emotions.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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- Risks
Avoided
Risks Avoided: Students reacting impulsively and
out of control if they are not conscious of their rising
emotions.
stated aloud while others will be
bullet points on the screen.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)
5 Prior knowledge: Students have a basic
understanding of their range of emotions. As listed in
their journal from lesson 3.8.

New Knowledge: Students will explore the
physiological reactions that develop as a very strong
emotion rises.

Learning Strategies:
Teacher will discuss a few scenarios and facilitate a
class discussion to promote exploration of our
physiological reactions when we feel a strong
emotion: what does it look like, sound like, feel like
and its origin?

Students will share their own stories to express their
understanding of the concepts.
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “What does
your strongest emotion look
like? Sound like? Feel like?
Where does it come from?”
Students listens and watches
presentation of overview with
guiding questions to be successful
in meeting the lesson’s desired
outcome.

Students evaluate their current
interpretation of their emotions.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals.

New Knowledge:
Definitions and examples/non-examples of emotions.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge (lesson
3.8) and how that knowledge
relates to making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.

Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions are pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Boredom: a silent emotion. It is triggered by the lack
of excitement or curiosity. It influences your feelings,
perception of time, physiological components,
expression, and motivation. It predicts performance;
leads to shallow information processing, underuse of
cognitive strategies and impairs self-regulated
learning.

Present boredom with this visual:
Handout 4.1a

Take a poll (web-based) and have students identify
what boredom looks and feels like.
Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.

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Discuss students’ experiences with boredom (what is
their physiological reaction to being bored). Allow
students to share incidents they have had that were
triggered by boredom.

Example of emotion-management: You are too
social in your first period class and your teacher
changes your seat. You don’t think you’ve been
talking too much and you don’t appreciate the move,
but you move seats out of respect for your teacher.
However, you begin to wonder if she is just picking
on you because she doesn’t like you.

Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in. You reply,
“that wasn’t me. I wasn’t even chewing gum.”

The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You are bothered but realize this isn’t
the place and time to clarify the situation. You
scrape the gum off, return to your current class and
after school you seek the advice of your counselor.
You express your reason for being bothered by the
incident and the counselor offers you some advice
about how to interact with that teacher as you move
forward.

Non-Example: You are too social in your first period
class and your teacher changes your seat. You don’t

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think you’ve been talking too much and you don’t
appreciate the move, but you move seats of respect
for your teacher. However, you begin to feel like the
teacher doesn’t like you.

Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in.
INSTANTLY, you feel a slow burning inside and
your hands automatically make fists. Your breathing
gets heavier. Upset at the accusation, you reply, “that
wasn’t me!!! I wasn’t even chewing gum!!!”

The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You feel boiling hot inside and your
breathing is now shallow but still heavy. You refuse
to take the spatula and you verbalize that you are not
going to scrape anything. You impulsively push the
desk back a bit to get it away from you and cross
your arms. The teacher insists you will scrape it or
you will be sent to the office for defiance. You say,
“give me the darn referral and be done!! Witch!” and
you walk out to the office before the teacher hands
you the referral. Now you have consequences for
your reaction and defiance of a teacher.
Learning
Guidance
- Lecture
- Demo.
10 Using handout 4.1b and the non-example above for
the demonstration.

What emotions are being expressed in the non-
example? (possible answers: anger, embarrassment,
rage)
Teacher will review the non-
example scenario to model the
completion of handout 4.1b.

The teacher will answer
questions, acknowledge possible
Students listen to the lecture,
engage, and takes notes or jot down
key terms about the process of
analysis.

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The last question asks to identify the possible trigger.
Prompt students to discuss possible triggers (Possible
answers: embarrassment, helplessness, irritation,
shock).

Remind students that their emotions could be a
positive emotion to focus on.
answers and encourage student
analysis and participation as the
exercise is modeled.

If students have questions or
suggestions make sure to
acknowledge and discuss as
applicable.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic-emotional scenario.

Students will use a personal experience/incident to
complete handout 4.1b. Follow the same steps in
describing the initial recognition of the emotion
rising and how it manifests physiologically.

Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher
to guide students to the correct
and complete response.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Students take a personal academic
incident and analyze their own
emotional reactions, behaviors, and
outcomes.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Authentic
Assessment
10 Students will journal their reply to the question:
Using your emotion-based scenario, at what point
did you realize you were feeling so strongly? If
you had recognized and processed your emotion,
what would you have done differently? Explain
Teacher provides assessment
materials, prompt and corrective
feedback as needed.
Students will share their experience
and justify it.

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the possible scenario of making the choice to take
other options in that moment of realization.

Teacher will prompt students to share their
experience and discuss their analysis.
Retention
and
Transfer
4 Facilitate a brief discussion about the influence of
strong emotions on our behavior.

Teacher will facilitate a brief
discussion on the importance of
emotional experiences.
Students will explain the influence
of emotional experiences and
acknowledging the lesson learned.
Big Ideas 1 Review and re-motivate: Each hard emotional
experience can be processed without a harsh reaction
that may lead to consequences when the
physiological characteristics of strong emotions are
recognized.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer
for the Next
Unit
In-depth connections will be made by learning more
about components of emotion-management. The next
lesson will focus on emotional triggers.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Handout 4.1a

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Handout 4.1b
Examining Our Physiological Reactions

What emotion do you want to examine?

What is the FIRST thing you notice when you begin to physically react?

Describe the sequence of physical characteristics that you go through. Number each step.

What does it feel like?

What does it sound like?

What does it look like?

What was its origin (trigger)?

Where can you take a pause and think about what’s happening?

What can you control at that moment of initiation?

What are your options, in that moment, to maintain control of your emotions?

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Unit 4: Emotion-Management
Lesson 4.2: Emotion Triggers

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “Have your emotions been
triggered and you lose track of your behavior?”
“You blackout when you are enraged?” “How do
you regain control of your behavior?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will identify the triggers that lead them
to lose control.

Students will hypothesize the outcome of an
incident that would normally trigger them to lose
control but use a reasonable option to maintain
agency and manage their reaction.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
4 Benefits: Students will be conscious of the triggers
that set off our strongest emotions to be prepared
with options or to minimize an impulsive, negative
reaction to their trigger.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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- Risks
Avoided

Risks Avoided: Students reacting impulsively and
out of control if they are not conscious of what
triggers their strongest emotions.
stated aloud while others will be
bullet points on the screen.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students have a basic
understanding of their range of emotions. As listed in
their journal from lesson 3.8. Students also have also
identified their strongest emotions (positive and
negative) in the previous lesson, 4.1.

New Knowledge: Students will have a clear
understanding of their triggers. Options in behavior
and mental effort to minimize a problem will be
explored.

Learning Strategies:
Students’ experiences will facilitate discussions and
examples.
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “Have your
emotions been triggered and
you lose track of your
behavior?” “You blackout
when you are enraged?” “How
do you regain control of your
behavior?”
Students listens and watches
presentation of overview with
guiding questions to be successful
in meeting the lesson’s desired
outcome.

Students evaluate their current
interpretation of emotions.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge (lesson
3.8) and how that knowledge
relates to making active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions are pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983).

Same example/non-example from previous lesson:
Example of emotion-management: You are too
social in your first period class and your teacher
changes your seat. You don’t think you’ve been
talking too much and you don’t appreciate the move,
but you move seats out of respect for your teacher.
However, you begin to feel like your teacher doesn’t
like you.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.

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Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in. You reply,
“that wasn’t me. I wasn’t even chewing gum.”

The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You are bothered but realize this isn’t
the place and time to clarify the situation. You
scrape the gum off, return to your current class and
after school you seek the advice of your dean or
counselor. You express your reason for being upset
and they offer you some advice about how to interact
with that teacher as you move forward.

Non-Example: You are too social in your first period
class and your teacher changes your seat. You don’t
think you’ve been talking too much and you don’t
appreciate the move, but you move seats of respect
for your teacher. However, you begin to feel like the
teacher doesn’t like you.

Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in.
INSTANTLY, you feel a slow burning inside and
your hands automatically make fists. Your breathing
gets heavier. Upset at the accusation, you reply, “that
wasn’t me!!! I wasn’t even chewing gum!!!”

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The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You feel boiling hot inside and your
breathing is now shallow but still heavy. You refuse
to take the spatula and you verbalize that you are not
going to scrape anything. You impulsively push the
desk back a bit to get it away from you and cross
your arms. The teacher insists you will scrape it or
you will be sent to the office for defiance. You say,
“give me the darn referral and be done!! Witch!” and
you walk out to the office before the teacher hands
you the referral.
Learning
Guidance
- Lecture
- Demo.
10 What triggers you into an extreme and powerful
emotion?

Teacher will facilitate discussion about emotional
triggers. Students will walk to the board and identify
at least one trigger for them. Once the list of triggers
is identified, the teacher will ask the group to identify
the most common triggers. As the teacher reads each
one, the least common will be crossed out. As the list
of triggers is shortened, the group will vote on the
most common triggers. When 3 to 5 common triggers
are identified by the group, the onset of the emotion
will be discussed.
How do we react to the trigger? What happens to
our thoughts? What tends to happen?

Followed by a conversation about lasting effects such
as broken relationships, emotional damage done to
others, physical altercations, broken trust, etc.
Lastly, options available when we are triggered will
be highlighted.
The teacher will answer
questions, write down their
trigger on the board (thought
process to identifying one or two
triggers will be modeled). How
those two triggers were selected
will be demonstrated by
teacher’s thinking aloud.
Students listen to the lecture,
engage by observing the teacher’s
model of thinking to determine
his/her trigger and then write it on
board.

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For example, now that you recognize your trigger,
what options are available: breathing deeply to
maintain control, walking away to keep our focus,
calmly stating your feeling.
Students will share their own stories to express their
understanding of the concepts.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own academic-emotional scenario.
-As described above in the demonstration.

Lastly, options available to manage our reaction to
minimize conflict when we are triggered will be
highlighted. Being mentally prepared for emotional
triggers will help us manage extreme emotions.

For example, now that you recognize your trigger,
what options are available: breathing deeply to
maintain control, walking away to keep our focus,
calmly stating your feeling.

Teacher will ask group if there is a trigger they would
like to discuss that was not identified as a
common/shared trigger.
Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher
to guide students to the correct
and complete response.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Students take a personal trigger that
yields very strong emotions and
write it on the board. Students then
vote for to identify the most
common triggers.

Students will share what options
there are to minimize conflict when
they are triggered.

Authentic
Assessment
10 Students will journal their reply to the question:

What is another trigger for you? How would you
minimize conflict and maintain control? Write
your steps in sequential order from identifying the
trigger and following steps in managing your
reaction and minimizing conflict.
Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their experience
and justify how they will manage
their reaction to minimize conflict.

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Teacher will prompt students to share their
experience and discuss their analysis.
Retention
and Transfer
4 Facilitate a brief discussion about the influence of
recognizing triggers and preparing to maintain
control of our reactions.
Teacher will facilitate a brief
discussion on the importance of
managing our reactions.
Students will explain the benefits of
managing our reactions.
Big Ideas 1 Review and re-motivate: Each hard emotional
experience is a lesson learned.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer
for the Next
Unit
In-depth connections will be made by learning more
about components of emotion-management. The next
lesson will focus on residual emotions.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 4: Emotion-Management
Lesson 4.3: Recognizing Residual Emotions

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “How are you feeling today?”
“How are you feeling RIGHT NOW?” “What if
your current mood was based on an emotion that
was triggered weeks ago?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will identify and describe their own
emotional process.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will be conscious their emotions
to actively seek support as needed to process the
emotions in a healthy manner.

Risks Avoided: Students may mask deep underlying
emotions and avoid processing them because they
don’t understand them.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)
5 Prior knowledge: Students understand their range
of emotions. By this point, students have also
identified their strongest emotions (positive and
negative) in the previous lesson and have explored
their triggers as well as options for minimizing
conflict.

New Knowledge: Students will now explore healthy
options for processing their emotions after they have
minimized potential conflict following the triggering
of very strong emotions.

Learning Strategies:
Teacher will facilitate a discussion to review
students’ triggers and minimizing potential conflict in
that moment. The next step is to process the
emotions that they are left feeling to resolve and
move forward in a healthy manner.
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “How are you
feeling today?” “How are you
feeling RIGHT NOW?”
“What if your current mood
was based on an emotion that
was triggered weeks ago?”
Students listens and watches
presentation of overview with
guiding questions to be successful
in meeting the lesson’s desired
outcome.

Students evaluate their current
emotion processing practices.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals from 4.1 and identified triggers in 4.2.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions is pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). In this case, as it applied to
emotion management.

Same example/non-example from previous lesson:
Example of emotion-management: You are too
social in your first period class and your teacher
changes your seat. You don’t think you’ve been
talking too much and you don’t appreciate the move,
but you move seats out of respect for your teacher.
However, you begin to feel like the teacher doesn’t
like you.

Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in. You reply,
“that wasn’t me. I wasn’t even chewing gum.”
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.

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The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You are bothered but realize this isn’t
the place and time to clarify the situation. You
scrape the gum off, return to your current class and
after school you seek the advice of your counselor.
You express your reason for being upset and they
offer you some advice about how to interact with that
teacher as you move forward.

Non-Example: You are too social in your first period
class and your teacher changes your seat. You don’t
think you’ve been talking too much and you don’t
appreciate the move, but you move seats of respect
for your teacher. However, you begin to feel like the
teacher doesn’t like you.

Later in the day, you’re in another class, and your
first period teacher summons you to her class. In
front of her current class, she accuses you of sticking
gum under the student desk you last sat in.
INSTANTLY, you feel a slow burning inside and
your hands automatically make fists. Your breathing
gets heavier. Upset at the accusation, you reply, “that
wasn’t me!!! I wasn’t even chewing gum!!!”

The teacher gets a spatula out of her desk and hands
it to you to scoop the gum off from the bottom of the
student desk. You feel boiling hot inside and your
breathing is now shallow but still heavy. You refuse
to take the spatula and you verbalize that you are not
going to scrape anything. You impulsively push the

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desk back a bit to get it away from you and cross
your arms. The teacher insists you will scrape it or
you will be sent to the office for defiance. You say,
“give me the darn referral and be done!! Witch!” and
you walk out to the office before the teacher hands
you the referral.
Learning
Guidance
- Lecture
- Demo.
10 Part 1 of this lesson: Be conscious of what your
present emotion is right now. It helps you mentally
prepare for possible triggers if you are feeling edgy.

Part 2 of this lesson: If you are feeling edgy or
bothered and may be sensitive to triggers,
acknowledge if the feeling is an unprocessed emotion
or based on a recent incident.

Review: In the example above, the student chose to
scrape the gum and minimize the conflict with the
teacher and also chose to conference with the
counselor and express his/her feelings and
frustrations since s/he felt falsely accused.

Watch the video: https://youtu.be/b197XOd9S7U

The video speaks of how unprocessed emotions can
evolve into bad habits, addictions and create damage
in our lives. It is important that emotions are
acknowledged, processed and resolved to move
forward.

The teacher will model by sharing a personal story of
unresolved emotions.

The teacher will share a personal
experience of when s/he had an
unresolved emotion and how it
impacted them. Example: Initiate
the conversation by discussing a
current negative emotion. Follow
it with where the negative
feelings are rooted- an
unresolved emotion that now
make you moody.

Optional Example: brought on
by a break-up, s/he felt that
friends turned their back on
him/her. Not wanting to worsen
the situation, s/he didn’t bring it
up but felt tension among their
circle of friends. The unresolved
tension didn’t make sense, but it
was clear that feelings were
affected. This led to losing sleep
and avoidance behaviors. S/he
wanted to avoid going to school.
Avoided specific classes and
areas of campus. Eventually
communication stopped, and s/he
stopped hanging out with these
Students listen to the lecture,
engage by observing the teacher’s
model of sharing an incident or
story of an unprocessed emotion.

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What was the unresolved/unprocessed emotion?

At the end of the shared story, highlight the outcome.
How would the outcome have been different,
positive, if the emotion had been processed soon after
the incident?
friends. No one spoke about it
and no one attempted to fix it.
Months later, s/he still gets
emotional at the thought of how
the friendships fell apart and no
one talked about it. Which leads
to a bad mood towards the
people in his/her current space
and in life. Yet, these people are
at no fault but feel the sting of
the unresolved emotion.

What emotions are still
unresolved? Possibly:
disappointment, anger, sadness.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own emotional scenario.

Part 1: How are you feeling right now?

It is important to be conscious of your present
emotion so that you can acknowledge the likelihood
of something or someone triggering you. You can
exert the mental effort to minimize conflict and work
towards resolving effectively.

Part 2: If you are feeling edgy or sensitive, where
is it coming from? How long have you felt this
way? Take a few minutes to share out.

The next prompt: Journal about an
unresolved/unprocessed emotion you may be
carrying with you. Perhaps you got mad at your
Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher
to guide students to the correct
and complete response.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Part 1:
Students will acknowledge how
they feel in the moment. To simply
become aware of their emotion in
that moment, on-demand.

Part 2:
Students take a personal emotional
incident they may still carry with
them today.

Students will reflect and write in
their journal. They will also be
given an opportunity to rewrite it if
they need to clarify it further after
reading it at least once.

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sibling or parents recently and you have tried to
avoid feeling the feelings. Maybe a friend upset you
and you didn’t even realize you were still mad but
knew that they annoyed you recently.

Depending on the incident and who is involved,
talking about the problem may not be an option but
your feelings need to be expressed. Journaling is an
option in these cases.

Write freely about the incident and the feelings you
feel. Ask the questions that you want answered. Yell
in capital letters to release some tension. What
would you like to state to that person?

Take a few minutes to reflect. Rewrite it and adjust
to paint a clearer picture.

Give students the option to share with the group, a
peer, the teachers, a counselor or tear it up. The point
is that the emotion/feeling have been recognized and
expressed (even in writing can be enough).
If time allows, consider practicing (hold a pretend
conversation) with a peer/teacher/counselor a follow-
up conversation with that person whom the incident
included if you’d like to have a conversation about it.
Provide a model for a mature and respectful
conversation about hurt feelings and moving forward
respectfully.
The authentic assessment will
provide students with an
opportunity to decide their next
step. Attempting to resolve with
the party involved in the incident or
deciding to let go and move
forward.

After writing it and determining it
is done, students will decide what
their next move is. Is it worth
going back to attempt to resolve or
is it best for all involved to let it go
and move forward without any hard
feelings. Genuinely letting go of
the tension and moving forwards.

Students will have the option to
share or not.

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Authentic
Assessment
10 Students will journal their reply to the question:

What did you gain from this exercise? What’s the
value in processing emotions? What is your next
step? Will you attempt to resolve with the party
involved or will you let go of the tension and move
forward? Are there other options you rather take
to resolve the emotions?

Teacher will prompt students to share their
experience and discuss their analysis.
Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their experience
and justify how they will manage
their reaction to minimize conflict.
Retention
and
Transfer
4 Facilitate a brief discussion about the influence of
their current emotion on their interactions and
processing emotions in a healthy way so that it
doesn’t evolve into negative practices to avoid the
unresolved emotions.
Teacher will facilitate a brief
discussion on the importance of
managing our reactions.
Students will explain the benefits of
working through our emotions.
Big Ideas 1 Review and re-motivate: Emotions should be
adequately expressed to move on.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer
for the Next
Unit
In-depth connections will be made by learning more
about components of emotion-management. Self-
awareness of emotional practices.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 4: Emotion-Management
Lesson 4.4: Self-Awareness of Our Emotional Processing

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal
Handout 4.4a (3 copies per student)

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructiona
l Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “Explain your own perception of
you dealing/processing strong emotions.” “What
words would others’ use to describe your
emotional processing?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will describe their perception of
themselves processing emotions, how emotion
processing manifests for them, including how
others perceive them.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will be conscious of how their
unprocessed emotions manifest in their lives.

Risks Avoided: Students mask deep underlying
emotions and the unprocessed emotion may manifest
in various unproductive forms. Example: avoidant
behaviors- skipping a class or school, where a
reminder of the feeling may surface.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are
going to
learn...and
how you are
going to
learn it.)
5 Prior knowledge: Students have an understanding
of their range of emotions. By this point, students
also have also identified their strongest emotions
(positive and negative) in the previous lesson and
have explored their triggers as well as options for
minimizing conflict and expressing residual emotions
that may continue to affect our mood.

New Knowledge: Students will now explore how
they perceive themselves and how others perceive
them when processing emotions.

Learning Strategies:
Teacher will facilitate a discussion to review
students’ triggers and minimizing potential conflict in
that moment. They will also review their next step in
processing the emotions they are left feeling to
resolve and move forward in a healthy manner. Now,
they will explore their own perception of how they
handle emotion and how others perceive them when
they process or don’t process strong emotions.
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “Explain your
own perception of you
dealing/processing strong
emotions.” “What words
would others’ use to describe
your emotional processing?”

Students listens and watches
presentation of overview with
guiding questions to be successful
in meeting the lesson’s desired
outcome.

Students evaluate their emotion
processing practice.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals 4.1 through 4.3.

Review:
Definitions and examples/non-examples of emotions.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.

Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

Students will create an example and
non-example of emotion
management.

One student will provide an
example and another student will
provide a non-example.

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Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions is pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Students create and share an example and non-
example of emotion management.
Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
Learning
Guidance
- Lecture
- Demo.

10 We plan, and plan and we’d like to think that we do a
great job at healthily expressing our emotions: (like
this guy singing his journal entry into his vlog):
Watch the video: https://youtu.be/Y95kkvcSd5A

In reality, we may not manage ourselves as initially
envisioned it. We may lose some control and they
manage to regain control of our reactions. How do
Discuss with students: Now you
know to be prepared for possible
triggers and you recognize what
those triggers are. You can make
the effort to maintain control of
your reactions and manage your
strongest emotions to prevent
escalation of a situation.
Students listen to the lecture,
engage by observing the videos of
extreme examples of expressing
emotion (1st video, very controlled)
and non-example (2nd video, losing
control).

Students will reflect on their own
displays/manifestations of emotion

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we perceive ourselves? How do others perceive us
when we are feeling strong emotions?

It is also important to explore how others perceive
(family and closest friends) us and describe us when
we are upset to gain a realistic perspective of our
management efforts and learn where we can improve.

Here is an example of a reaction caught on tape.
Mother recorded her son’s reaction.
Watch the video:
https://youtu.be/hIkmp68PhWs?t=1m33s

The videos are demonstrations of both extremes,
complete control and a healthy expression and an
uncontrollable, aggressive reaction. Let’s reflect and
be realistic about how we really display our feelings
and how does it align to how others perceive us when
we are in “our feelings”.
However, the outcome may not
be as we envisioned it.

as they perceive it and will collect
information from 3 people they are
close to about how their perception
of the student’s
display/manifestation of emotions.
Practice and
Feedback
15 Take a previous journal entry from this unit, Unit
4, and dissect it. You’ve described how you feel
and what your thoughts were. Now describe what
you looked like and behaved like? Write about
how well you managed your emotions and where
you can improve.

Examples: Did you sit on the couch/bed/chair quietly
and didn’t want to be bothered? When someone
approached you were you sharp and cut them off
using an angry tone, “I don’t want to hear you.” Or
do you angrily yell when someone approached you or
knocked on your door?

Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher
to guide students to the correct
and complete response.
Students will select a journal entry
to analyze their behavior and level
of emotion management.

Students will reflect and write in
their journal. Students will have
the option to share or not.

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At times, our own perceptions of our reactions are
not aligned to what other perceive. This creates more
tension since you don’t see and understand others
point of you. You don’t see where or how you can
make adjustments to minimize tension during
difficult times.

Remember: we cannot control others, we cannot
control our emotions, but we CAN control our
reactions. We can also make choices about how we
express and process our emotions.

Take handout 4.4a to three different people who are
close to you and have them complete it. Let them
know that you need them to be honest, so you can see
how aligned your perceptions are.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Authentic
Assessment
10 Students will journal their reply to the task:

Predict your family and friends’ perceptions of
you when you are processing strong emotions.
Take a few minutes to make a prediction for each
one:

Person 1-

Person 2-

Person 3-
Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their prediction
of how other perceive them when
they are upset or processing strong
emotions.
Retention
and
Transfer
4 Facilitate a brief discussion about the power of our
displayed behavior on ourselves and others.
Teacher will facilitate a brief
discussion on the importance of
managing our emotions.
Students will explain the benefits of
working through our emotions and
manifesting our feelings in a
healthy manner.

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Big Ideas 1 Review and re-motivate: Let’s be realistic about how
our emotions manifest and affect our relationships
and school performance.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer
for the Next
Unit
In-depth connections will be made by learning more
about components of emotion-management. Self-
awareness of emotional practices- continued.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Handout 4.4a
Others Perceptions of Our Emotional Processing

Student’s Directions: Select a person to complete this form about how they perceive you when you are processing strong emotions.
This person should know you well enough that they have encountered you when you are deep in emotion.

Directions for the person completing this form: Please be authentic in your description of the student’s behavior and attitude when
they are deep in emotion. It could be a positive or negative emotion. Provide enough detail to visualize the manifestation of emotion.

Name of Student: ______________________________________________________________ Date: _________________________

Your name and role in student’s life: ______________________________________________________________________________

Age of student in incident you are recalling: ____________________________ Setting: _____________________________________

Possible trigger: ______________________________________________________________________________________________

Emotion(s) displayed: _________________________________________________________________________________________

Describe in detail how the student and his/her emotions got your attention (include what it sounded like, what did it look like, what did
it feel like to you as you observed and include others involved):

What was your opinion of how the emotion was processed? What would be your suggestion for future incidents like this?

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Unit 4: Emotion-Management
Lesson 4.5: Self-Awareness of Our Emotional Processing - Others Perceptions

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal entry from 4.4- comparing outcomes to predictions made in journal entry
Handout 4.4a (3 copies per student)- already completed by 3 different people in student’s life

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “How do your close family and
friends describe you when you are deep in your
emotions?” “Are their perceptions aligned to your
perceptions?” “Any differences?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will compare others’ perceptions to their
own perceptions of their processing emotions.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will be conscious of how others
perceive them when they are upset.

Risks Avoided: Students may react in a manner that
adds tension to their relationships with others or
affects their academic progress. Example: avoidant
behaviors- skipping a class or school, where a
reminder of the feeling may surface.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students have an understanding
of their range of emotions. By this point, students
also have also identified their strongest emotions
(positive and negative) in the previous lesson and
have explored their triggers as well as options for
minimizing conflict and expressing those emotions.

New Knowledge: Students will explore how others
perceive them when they are feeling strong emotions.

Learning Strategies:
Teacher will facilitate a discussion based on the
collected information about other’s perceptions.
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “How do your
close family and friends
describe you when you are
deep in your emotions?” “Are
their perceptions aligned to
your perceptions?” “Any
differences?”
Students listens and watches
presentation of overview with
guiding questions to be successful
in meeting the lesson’s desired
outcome.

Students evaluate their current
emotion.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.
Students have identified strong emotions in their
journals 4.1 through 4.3.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.
Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.
Students will create an example and
non-example of emotion
management.

One student will provide an
example and another student will
provide a non-example.

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● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions are pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Have students create and share an example and non-
example of emotion management. From the moment
of trigger through processing the emotions.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
Learning
Guidance
- Lecture
- Demo.

10 Students made predictions about what their
family/friends would say about them when they are
processing emotions.

The teacher will share their journal entry in which
they make a prediction about what their family and
friends may have to say about him/her.

The teacher also has three handouts of 4.4 a
completed by a family member or friend.

The teacher will have created
his/her own journal and had
family/friends complete handout
4.4a about them.

Read the journal entry
(prediction) aloud. Then share
what that family/friend really
said. Express your feelings
about it (disappointed, satisfied
since you predicted accurately,
Students listen to the lecture and
demonstration.

Students will evaluate the collected
information from 3 people they are
close to about their perception of
the student’s display/manifestation
of emotions.

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Model: Read the journal entry (prediction) aloud.
Then share what that family/friend said. Express
your feelings about it (disappointed, satisfied since
you predicted accurately, not surprised they had that
perception of you, etc.).

Note: Students may wonder and question why they
should care about others’ perceptions of them. Allow
students to engage in a conversation about the
importance of maintaining a positive and healthy
relationship based on safety and trust with our loved
ones: family and friends. Also discuss the importance
of maintaining a realistic perspective of our
behaviors.
not surprised they had that
perception of you, etc.).
Practice and
Feedback
15 Take your journal entry from 4.4. You made
predictions about what your family/friends would
say about how you handle your emotions.

Person 1-

Person 2-

Person 3-
Did your prediction align to what expressed by
that person? How is it different? How did their
perception make you feel? Is it a surprise that you
feel that way? Why do you feel that way about
their perception?

Describe what that says about you. Will you
consider making changes to the way you express
your emotions? What changes would you
consider? Can you apply those changes instantly?
Students will be prompted and
guided through an analysis of
emotion-related experiences.

The teacher needs to be available
to interpret other’s perceptions as
students reflect.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are not
correct or incomplete, immediate
prompts to correct or complete
answer will be made by teacher
to guide students to the correct
and complete response.

Students will check for alignment
between their prediction and other’s
perspectives about how they
express emotions.

Students will reflect and write in
their journal. Students will have
the option to share or not.

They will write about the
following:
Did your prediction align to what
expressed by that person? How
is it different? How did their
perception make you feel? Is it a
surprise that you feel that way?
Why do you feel that way about
their perception?

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Remember: we cannot control others, we may not
control our emotions, but we CAN manage our
reactions. We can also make choices about how we
express and process our emotions.

The last set of questions for their journal will be used
to develop a plan at the end of this unit.
When the adequate response has
been made, then the group may
move on to authentic assessment.
Describe what that says about
you. Will you consider making
changes to the way you express
your emotions? What changes
would you consider? Can you
apply those changes instantly?

Authentic
Assessment
10 Students will journal their reply to the question:

What supports do you need to express your
emotions in a healthy manner that is good for you
and your loved ones?

Teacher will prompt students to share their
experience and discuss their analysis.
Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their
willingness and ability to make
positive changes and/or identify
sources of support they need to
carry out changes.
Retention and
Transfer
4 Facilitate a brief discussion about the power of our
displayed behavior on ourselves and others.
Teacher will facilitate a brief
discussion on the importance of
managing our emotions.
Students will explain the benefits of
working through our emotions and
manifesting our feelings in a
healthy manner.
Big Ideas 1 Review and re-motivate: Let’s be realistic about how
our emotions manifest and affect our relationship
with others and our performance in school.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
In-depth connections will be made by learning more
about components of emotion-management. Students
will identify patterns of voluntary emotion control
and impulsive reactions.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 4: Emotion-Management
Lesson 4.6: Identifying Patterns of Behavior

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal
2 color pencils- one they relate to “calm” and other they relate to “agitation”

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “Why is it you can fully control
your reactions in some places/settings but not in
others?”

This is what we are going to investigate today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will justify their emotion management in
specific settings and rationalize why they react
impulsively in other settings.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will evaluate their ability to
manage their reactions and transfer that knowledge to
minimize impulsive reactions.

Risks Avoided: Students react impulsively escalate a
situation, leading to them having consequences for
their reactions.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students have an understanding
of their range of emotions. By this point, students
also have also identified their strongest emotions
(positive and negative) in the previous lesson and
have explored their triggers as well as options for
minimizing conflict and expressing those emotions.
Students have also explored they own processing of
emotions and have collected information about how
others perceive them.

New Knowledge: Students will now identify patterns
of controlled and impulsive reactions.

Learning Strategies:
Students will rely on their journal entries from 3.8,
4.1-4.5, and family/friend’s perception forms to seek
patterns of behavior.

Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: “Why is it you
can fully control your reactions
in some places/settings but not
in others?”

The teacher will walk and read
students journal entries,
comparisons and reflections.
Support in clarifying will be
essential as the teacher provided
feedback to analyze these
patterns of behavior.
Students will use past journal
entries and family/friend’s
perception forms to seek patterns of
behavior.

Where is the most emotion
management occurring and why?

Where do the most impulsive
reactions occur? Why is this
acceptable?
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals 4.1 through 4.3.

Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

Students will create an example and
non-example of emotion
management.

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Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions is pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Have students create and share an example and non-
example of emotion management. From the moment
of trigger through processing the emotions.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
One student will provide an
example and another student will
provide a non-example.
Learning
Guidance
- Lecture
- Demo.

10 Students will rely on their journal entries from 3.8,
4.1-4.5, and family/friend’s perception forms to seek
patterns of behavior.

The teacher will use personal
experience to identify patterns of
most controlled behavior and
most impulsive. S/he will also
Students will reflect on their own
displays/manifestations of emotion.

Students will rely on their journal
entries from 3.8, 4.1-4.5, and

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Where do you practice self-management of
emotions?

Where do you react impulsively?

Why the difference?

Example: Do you act out impulsively at school when
your friends are around? Why? Possibly, you want to
impress them and show that you don’t care? Why? If
you act out, you’ve gotten out of the class you
struggle the most in? This way your teacher doesn’t
ask you to volunteer answers that you don’t even
understand?

Example: Do you act out most at home? You are
confident that your parents will love you no matter
what you do or say and no one else has to put up with
you. Safety leads to impulsivity at home but how
does this affect your family? Why is this acceptable?
Is it?

The teacher will think aloud to model the search for
patterns in behavior: most controlled and most
impulsive. The teacher will then explain why s/he
behaves that way in that specific setting.

Select one color (represent control) to write about
where emotions/reactions are managed.

The second color (represents agitation) to write about
where they tend to react impulsively and negatively.
explain the reasons for such
behaviors within the settings.

Why was our behavior
manageable in some and
acceptable to be impulsive in
others?
family/friend’s perception forms to
seek patterns of behavior.

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Practice and
Feedback
15 Students will follow the steps as described and
modeled by the teacher.

Students’ reflection and reasoning of their behavior
patterns will be written into their journal.

Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Students will seek patterns of
behaviors and justify those patterns.

Students will reflect and write in
their journal. Students will have
the option to share or not.
Authentic
Assessment
10 Students will journal their reply to the question:
What supports do you need to consistently manage
your emotions in a healthy manner that is good
for you and your loved ones in all settings?

Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their
willingness and ability to make
positive changes and/or identify
sources of support they need to
carry out these changes.
Retention and
Transfer
4 Facilitate a brief discussion about the power of our
displayed behavior on ourselves and others.
Teacher will facilitate a brief
discussion on the importance of
consistently managing emotions.
Students will explain the benefits of
consistently managing our
emotions across settings.
Big Ideas 1 Review and re-motivate: If we can manage our
behavior in some places, then we can extend it to as
many places as possible.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
Next lesson: We will analyze the role of individuals
in our emotion management.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 4: Emotion-Management
Lesson 4.7: Voluntary vs. Impulsive Influencers

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal
Handout 4.7a

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “Who are you with when can
manage your emotions and with whom do you
allow yourself to impulsively react?”

This is what we are going to look into today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will clearly identify individuals with
whom they can manage their emotions and who
they’re with when they impulsively react to
triggers.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will have a clear understanding of
people who influence their emotion-management and
transfer that knowledge to minimize impulsive
reactions.

Risks Avoided: Students are influenced by specific
people to react impulsively, escalate a situation, and
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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leading to them having negative consequences for
their reactions.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students have an understanding
of their range of emotions. By this point, students
also have also identified their strongest emotions
(positive and negative) in the previous lesson and
have explored their triggers as well as options for
minimizing conflict and expressing those emotions.
Students have also explored their own processing of
emotions and have collected information about how
others perceive them. Students have explored
patterns of where they can manage their emotions.

New Knowledge: Students will identify specific
individuals who facilitate emotion management.

Learning Strategies:
Students will rely on their journal entries from 3.8,
4.1-4.6, and family/friend’s perception forms to seek
people that facilitate positive behavior.

Who are you with when you successfully manage
your behavior?

Who are you with when you impulsively react and
negative reactions manifest?
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will guide
new knowledge: Identify who
can facilitate your emotion
management.

Who encourages impulsive and
reactive behaviors?

The teacher will walk and read
students journal entries,
comparisons and reflections.
Support in clarifying will be
essential as the teacher provided
feedback to analyze these
patterns of behavior.
Students will use past journal
entries and family/friend’s
perception forms to seek patterns of
behavior.

Identify who can facilitate your
emotion management.

Who encourages impulsive and
reactive behaviors?
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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Students have identified strong emotions in their
journals 4.1 through 4.6 and explored patterns of
positive management and negative reactions.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions are pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Have students create and share an example and non-
example of emotion management. From the moment
of trigger through processing the emotions.

Volunteers will be asked to
generate an example and non-
example to review meaning of
the terms.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
Students will create an example and
non-example of emotion
management.

One student will provide an
example and another student will
provide a non-example.

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Learning
Guidance
- Lecture
- Demo.

10 The teacher will think aloud to model the
identification of positive emotion management
settings and people that facilitate positive behavior.
The teacher will then explain why s/he identified
them as good influences.

Model: Identify specific settings and people who
have a positive influence on behavior from previous
journal entries or tell a story from your personal life
in which you recognized a pattern of behaviors.

Where do you practice self-management of
emotions? (review of 4.6)

Where do you react impulsively? (review of 4.6)

Who are you with when you successfully manage
your behavior?

Who are you with when you impulsively react and
negative reactions manifest?
The teacher will use personal
experience to identify patterns of
most controlled behavior and
most impulsive BUT
HIGHLIGHT who influenced
each type of behavior. S/he will
also explain the reasons for such
behaviors within the settings.

Students will reflect on their own
displays/manifestations of emotion
as they analyze who supports
positive behavior and who
encourages negative reactions and
why.

Students will rely on their journal
entries from 3.8, 4.1-4.6, and
family/friend’s perception forms to
identify influencers.
Practice and
Feedback
15 Students will follow the steps as described and
modeled by the teacher.

Students will complete handout 4.7a.

Students will be prompted and
guided through an analysis of
emotion-related, academic
experiences.

When the adequate response has
been made, then the group may
move on to authentic assessment.
Students will identify settings and
people who influence positive
behaviors.

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Authentic
Assessment
10 Students will journal their reply to the questions:
Reflect on who is a negative influence on you.
What will you do with this information? Why are
you drawn to this person?

What do you need to surround yourself with
people who will encourage emotion-management
that is good for your relationships and academic
progress?
Teacher provides journal
prompts and provide corrective
feedback as needed.
Students will share their
willingness and ability to make
positive changes and/or identify
sources of support they need to
carry out changes.
Retention and
Transfer
4 Facilitate a brief discussion about the power of
agency in our selection of friends.
Teacher will facilitate a brief
discussion on the importance of
managing our emotions.
Students will explain the benefits of
working through our emotions and
manifesting our feelings in a
healthy manner.
Big Ideas 1 Review and re-motivate: Let’s be realistic about how
individuals play important roles in our decision-
making process and effects on academic success.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
Next lesson: Create a vision board that describes
you at your emotional best. This board will become
your visual to maintain emotional-control when you
begin to stress or get upset.

HW: Bring pictures or materials to the next
lesson that you would like to use on your board.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Handout 4.7a
Voluntary vs. Impulsiveness Influencers

Directions: Complete the following table with specific settings and people that influence voluntary emotion-management
and impulsive reactions.

Voluntary Impulsiveness
Setting People Setting People

After evaluating settings and people that influence voluntary emotion management and impulsive reactions, what
significance does this information have for you in planning to maintain emotion management?

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Unit 4: Emotion-Management
Lesson 4.8: Emotion-Management Vision Board

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal
Magazines/Newspapers
Computer with Internet
Glue
Scissors
Poster Boards
Other materials students have selected to contribute to this project

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

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Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “Have you considered what
words, phrases and visuals describe you at your
optimized level of emotional well-being?”

“When you begin to feel stressed and recognize
the initial symptoms of your emotional triggers,
what visuals will help you maintain control of
your emotions?”

This is what we are going to explore today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will create a vision board that describes
them at their optimal level of emotional well-
being; a visual they will mentally recall to
maintain control of their emotions during
emotionally challenging incidents.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.

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Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will have a clear picture of their
ideal self when they feel emotionally balanced.

Risks Avoided: Students have no idea what emotion-
management feels and looks like and therefore have
nothing to strive for.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students understand their range
of emotions. By this point, students also have also
identified their strongest emotions (positive and
negative) in the previous lesson and have explored
their triggers as well as options for minimizing
conflict and expressing those emotions. Students
have also explored their own processing of emotions
and have collected information about how others
perceive them. Students have explored patterns of
settings and individuals with whom they can manage
their emotions.

New Knowledge: Students will create a visual (a
representation) of what emotional well-being looks
like for them.

Learning Strategies:
Students will rely on their journal entries from 3.8,
4.1-4.7 and handouts of collected information to
influence their vision board for emotional well-being.

Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide a
guiding question that will guide
new knowledge: “What words,
phrases and visuals describe
you at your optimized level of
emotional well-being?”

“When you begin to feel
stressed and recognize the
initial symptoms of your
emotional triggers, what
visuals will help you maintain
control of your emotions?”

The teacher will make
him/herself available to clarify
and provide feedback to students
as needed.
Students will use past journal
entries to facilitate the
identification of terms, phrases and
visuals that describe them at the
optimized level of emotional well-
being.

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Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals 4.1 through 4.7 and explored patterns of
positive management and negative reactions.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.
● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions are pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.

Volunteers will be asked to
volunteer terms/phrases to
generate a list that represents
emotional well-being as a review
of emotion-management
concepts. A student may
volunteer to write the
words/phrases on the board as
peers call them out.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

Students will create a list of
terms/phrases that are aligned with
emotion management.

One student will provide an
example and another student will
provide a non-example.

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Learning
Guidance
- Lecture
- Demo.

10 Model: The teacher will think aloud to model the
identification of positive emotion management
words, phrases and visuals that encourage positive
behavior. The teacher will explain the influence of
the terms, phrases and visuals that optimize his/her
state of emotional well-being.

“What words, phrases and visuals describe you at
your optimized level of emotional well-being?”

“When you begin to feel stressed and recognize
the initial symptoms of your emotional triggers,
what visuals will help you maintain control of
your emotions?”
The teacher will use personal
experience to identify words,
phrases and symbols that
encourage emotion-management
in his/her life.

Students will reflect on their own
displays/manifestations of emotion
as they seek to identify terms,
phrases and visuals that encourage
emotion-management and represent
their ideal self in an optimal state of
emotions.

Practice and
Feedback
15 Students will follow the steps as described and
modeled by the teacher to create their own visual
board that has meaning to them.
Students will be prompted and
guided through the identification
of words, phrases and visuals
that have meaning to them to add
to their board.
Students will seek words, phrases
and visuals that encourage their
optimal state of emotional well-
being.
Authentic
Assessment
10 Students will journal their reply to the question:
How does your vision board optimize your state of
emotional well-being?
Teacher provides journal prompt
and provide corrective feedback
as needed.
Students will share the how their
visual board encourages emotion-
management.
Retention and
Transfer
4 Facilitate a brief discussion about the power of
visualization.
Teacher will facilitate a brief
discussion on the importance of
visualizing and managing our
emotions.
Students will explain the benefits of
creating a visual to promote
emotion-management.
Big Ideas 1 Review and re-motivate: Practice visualization to
calm yourself when you feel strong emotions rising.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.

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Advance
Organizer for
the Next Unit
Next lesson: Assemble our emotion-management
toolbox to improve our academic outcomes.
Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 4: Emotion-Management
Lesson 4.9: Emotion-Management Toolbox

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper
Journal
Handout 4.9

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individualized needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, “What brings you peace, calm
and unwind you when you begin to feel stressed?”

“What strategies do you apply to manage hard
emotions and maintain control of your reactions?”

“Who or where can you go to de-escalate hard
emotions?”

“What can you do in the midst of a reaction to
regain control of your emotional manifestation
and de-escalate?”

This is what we are going to explore today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will create a toolbox of supports and
resources that will facilitate their emotion-
management.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
- Risks
Avoided
4 Benefits: Students will clearly identify strategies,
supports, and resources to tap into when needed the
most to maintain control of their emotional-needs.

Risks Avoided: Students react and do not have
strategies to resolve hard emotions or situations.
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
stated aloud while others will be
bullet points on the screen.
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students understand their range
of emotions. By this point, students also have also
identified their strongest emotions (positive and
negative) in the previous lesson and have explored
their triggers as well as options for minimizing
conflict and expressing those emotions. Students
have also explored their own processing of emotions
and have collected information about how others
perceive them. Students have explored patterns of
settings and individuals with whom they can manage
their emotions.

New Knowledge: Students will clearly identify
strategies, supports, and resources to help them
consistently manage

Learning Strategies:
Students will rely on their journal entries and notes to
recall strategies, supports and resources available to
them to maintain control of their reactions during
emotionally challenging times.

Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide a
guiding question that will guide
new knowledge:

“When you begin to feel
stressed and recognize the
initial symptoms of your
emotional triggers, what
strategies do you use to
maintain control of your
reactions?” “What do you do,
who and where do you go to to
resolve emotions that have yet
to be worked through?”

The teacher will make
him/herself available to clarify
and provide feedback to students
as needed.
Students will identify resources to
de-escalate strong emotions and list
them in their “toolbox”.

Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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Students have identified strong emotions in their
journals 4.1 through 4.7 and explored patterns of
positive management and negative reactions.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.
● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions is pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Volunteers will be asked to
volunteer terms/phrases to
generate a list that represents
emotional well-being as a review
of emotion-management
concepts. A student may
volunteer to write the
words/phrases on the board as
peers call them out.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
One student will provide an
example and another student will
provide a non-example.
Learning
Guidance
- Lecture
- Demo.
10 Model: The teacher will think aloud to model the
identification of positive emotion management
strategies, supports and resources in the most
challenging times.
The teacher will use personal
experience to identify strategies,
supports and resources.

Students will reflect on their own
displays/manifestations of emotion
and past journal entries to identify
strategies, supports and resources.

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Display and read this article from Reader’s Digest to
students. Most strategies apply to high school
students. Adjust accordingly.

https://www.rd.com/health/wellness/how-to-control-
anger/

“When you begin to feel stressed and recognize
the initial symptoms of your emotional triggers,
what strategies do you use to maintain control of
your reactions?”

“What do you do, who and where do you go to
resolve emotions that have yet to be worked
through?”

Handout 4.9 will be used to categorize strategies,
supports and resources available to them in their
home, school and when they are with friends.

Practice and
Feedback
15 Students will follow the steps as described and
modeled by the teacher to answer the prompts as it
applies to them. They will use their notes for
suggestions.
The teacher will read the article
and prompt students to consider
how the strategies apply to them.
Students will take notes about each
strategy the article suggests
remaining calm. Not every strategy
applies but they will make a note
about why it doesn’t apply to them.
Students may also modify the
strategies suggested and add to
their list.
Authentic
Assessment
10 Students will journal their reply to the question:
What strategies to remain in control do you feel
work the best for you in the most emotionally
challenging times?
Teacher provides journal prompt
and provide corrective feedback
as needed.
Students will share the strategies
that support positive behavior.

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Retention and
Transfer
4 Facilitate a brief discussion about the power of
remaining calm and in control of their reactions.
Teacher will facilitate a brief
discussion on the importance of
managing our emotions.
Students will explain the benefits of
emotion-management.
Big Ideas 1 Review and re-motivate: Let’s be realistic about the
strategies we would actually apply to remain calm in
difficult situations.
Teacher asks what their opinion
about the big picture is.
Students will use their notes from
today’s activity to highlight what
stood out to them.
Advance
Organizer for
the Next Unit
Next lesson: Emotion-Management Assessment Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Handout 4.9
Emotion-Management Toolbox

Student’s Directions: Complete the following categories by filling in the support and resources you have available when you are
emotionally challenged. For each category, you will also write a strategy you will implement when you are emotionally triggered to
minimize conflict; especially when the trigger is unforeseen.

Home Triggers

Resources:

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Strategy to minimize negative emotions and do
well in school:

Friend Triggers

Resources:

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Strategy to minimize negative emotions and do
well in school:

Academic Triggers

Resources:

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Strategy to minimize negative emotions and do
well in school:

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Unit 4: Emotion-Management
Lesson 4.10: Emotion-Management Assessment

Unit Duration: 55 minutes

Introduction: This is the fourth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach the concepts and practices that promote self-regulatory practices with an emphasis on emotion-management.

Learning Objective(s)
Terminal Objective: Given an undesired academic situation, students will practice emotion-management to achieve desired outcomes.
Enabling Objective(s):
● Know that emotions can be a physiological reaction and identify: what does it look like, sound like, feel like and its origin.
● Interpret what your strong emotions are triggered by.
● Identify emotional processes.
● Examine self-awareness of emotion practices.
● Identify patterns of voluntary emotion-management and impulsive emotional responses.

Lesson Materials:
Notebook paper

Learner Characteristic Accommodations:
The course will provide accommodations and adjust materials as needed to enhance learning by meeting individual needs.

Facilitator’s Notes
Embed your personal experiences and discuss what you learned from that experience and what your decision-making process is now as it applies to emotion-
management.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain
Attention
3 Teacher will ask, are you mentally prepared for
the unexpected incident that will challenge you
emotionally?

This is what we are going to explore today.
Teacher will ask guiding
question that establish a lens that
focuses attention to a problem
that needs to be solved. It
activates thinking and allows a
learner to consider ways in
which the question related to a
personal experience. Using
relatable examples, the learner
can engage with the content
without anxiety or immediate
need for scaffolding.
Student thinks about the questions
being asked, attaching personal
experience to the proposed
problem. Students engage in the
“have you ever…” or “how” by
relating to their own academic
experience. Each step will lead to
additional steps designed to
increase their awareness of “self-
regulation” in the self-observation
process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will create an incident that would
significantly challenge them emotionally. They
will predict what their managed reaction will be.
Students will use their toolbox of resources and
supports to design a scenario in which they
minimize a negative reaction and conflict yet
hypothesize what emotions they predict to feel and
resolve.
Teacher paraphrases the
objective by relating the
questions to the learning
objectives and purpose of the
lessons.
Student listens to the teacher
paraphrasing and reads objectives.
Reasons for
Learning
- Benefits
4 Benefits: Students will mentally prepare for a
significantly emotionally challenging scenario and
Teacher states the reasons for
learning the material and the
risks avoided. Key points will be
Students listen and read the reasons
for learning. Visual symbols/icons
for benefits and risks will be used.

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- Risks
Avoided
hypothesize a response that appropriate and
conducive to learning.

Risks Avoided: Students are not mentally prepared
for significantly emotional challenging situations and
will impulsively react. Often this reaction leads to
disciplinary action or conflict with peers which
impacts the student’s ability to focus on academics.
stated aloud while others will be
bullet points on the screen.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what
you are going
to learn...and
how you are
going to learn
it.)
5 Prior knowledge: Students have an understanding
of their range of emotions. By this point, students
also have also identified their strongest emotions
(positive and negative) in the previous lesson and
have explored their triggers as well as options for
minimizing conflict and expressing those emotions.
Students have also explored their own processing of
emotions and have collected information about how
others perceive them. Students have explored
patterns of settings and individuals with whom they
can manage their emotions. They have also created a
toolbox of resources, support and strategies for
problems in the home, with peers and academic
challenges to minimize frustrations.

New Knowledge: Students will design a scenario
that would significantly emotionally challenge them
and create a response that adequately keeps them
focused on academics.

Learning Strategies:
Students may use past journal entries and products
from 3.8, 4.1-4.9 to guide them through this
assessment. Students will create a significantly
Teacher describes and explains
prior knowledge as well as
learning strategies including:
· the order of instructional
activities

Teacher will also provide a
guiding question that will guide
new knowledge: “Are you
mentally prepared for the
unexpected incident that will
challenge you emotionally?”

The teacher will make
him/herself available to clarify
and provide feedback to students
as needed.
Students can use past journal
entries to facilitate the creation of
the challenging scenario and
emotion-management.

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emotionally challenging scenario and resolve it as
productively as possible using various resources.
Prerequisite
Knowledge
7 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Review basic and range of emotions from lesson 3.8.

Students have identified strong emotions in their
journals 4.1 through 4.8 and explore response options
that are adequate for moving forward academically.

Review:
Definitions and examples/non-examples of emotions.

Emotion-management: the regulation of any
component of emotional response, including
experiences and expressive behavior.

● Emotions and cognition (ability to think) stimuli
trigger brain responses that demonstrate that
cognition and emotions are in the same brain
region.
● The core of emotions is pleasure or pain.
● One can exert voluntary emotion control and
replace impulsive emotional responses with
deliberate action.
● A sense of personal freedom is important: this is
when one’s actions are based on their own laws
rather than those imposed by someone else’s.

Mental effort: the number of non-automatic mental
elaborations applied to academic material such as
Teacher presents using visual
and verbal cues to review
prerequisite knowledge and how
that knowledge relates to making
active choices.

Volunteers will be asked to
volunteer terms/phrases to
generate a list that represents
emotional well-being as a review
of emotion-management
concepts. A student may
volunteer to write the
words/phrases on the board as
peers call them out.

Other students will raise their
hands if they agree or would like
to suggest an adjustment to the
example/non-example to make it
clear.

Effort will be acknowledged
even if answer is not correct.
Students and teacher will provide
corrective feedback immediately
if answer provided is incomplete
or incorrect.
Student engages in a discussion to
recall prerequisite and prior
knowledge to prepare for learning
material.

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planning, rehearsing, organizing, monitoring, making
decisions, solving problems, and assessing progress
(Salomon, 1983). As it applies to emotional
management.

Students will review supports, resources and
strategies from their toolbox.
Learning
Guidance
- Lecture
- Demo.

10 Using notebook paper, the teacher will create a
scenario that significantly emotionally challenges
him/her and model through its resolution.

Model: The teacher will think aloud to model the
mental process in creating an emotionally
challenging scenario. The teacher will continue to
think aloud through the mental process of identifying
the emotional trigger, the emotion felt and
considering the options available to respond. As the
teacher considers option for responding, justification
of the option taken will be stated. The teacher will
hypothesize the adequacy in the option taken to keep
moving forward academically and resolve their
emotional needs.

Guiding Question:
“Are you mentally prepared for the unexpected
incident that will challenge you emotionally?”
The teacher will use personal
experience to identify a
challenging scenario, how they
will work through it and how
they will resolve their emotions
and situations in a healthy and
productive manner.
Students will reflect on their own
displays/manifestations of emotion
as they seek to identify a
significantly emotionally
challenging scenario to work
through.

Practice and
Feedback
25 As the unit assessment: Students will follow the
steps as described and modeled by the teacher to
create a significantly emotionally challenging
scenario in which student will describe their mental
process of identifying the emotional trigger, the
emotion felt and considering the options available to
respond. Students will, justify the option selected
Students will be prompted and
guided through the creation of
their scenario but will
independently resolve the
conflict with minimal corrective
feedback from the teacher.
Students will create their own
emotionally challenging scenario
and resolve it to move forward
academically and meet their own
emotional needs.

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and the adequacy in the option taken to keep moving
forward academically yet meet their own emotional
needs to resolve.
Authentic
Assessment
0 Students will complete this lesson task as the unit
assessment.
Teacher provides feedback as
needed.
Students will create and resolve as
prompted.
Retention and
Transfer
4 Facilitate a brief discussion about the significance of
being mentally prepared for unforeseen situations
with an informal plan to handle them.
Teacher will facilitate a brief
discussion on the significance of
being mentally prepared for
unforeseen situations with an
informal plan to handle them.
The importance of visualizing
and managing our emotions.
Students will explain the benefits e
of being mentally prepared for
unforeseen situations with an
informal plan to handle them.
Big Ideas 1 Review and re-motivate: Let’s be as prepared as we
can be and have informal plans to unexpected
situations that we recognize as triggers.
Teacher asks what their opinion
about the big picture is.
Students will use their experience
from today’s activity to highlight
what stood out to them.
Advance
Organizer for
the Next Unit
Next lesson: Introduction to metacognition. Teacher previews next lesson by
drawing connections between
emotion-management and
academic outcomes.
Students acknowledge they are
aware of the next lesson’s focus.
Total Time 55 min

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Unit 5: Metacognition

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Unit 5: Metacognition
Lesson 5.1: What is metacognition?

Unit Duration: 55 minutes

Introduction: This is the fifth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach learners how to become self-aware of their thoughts and academic practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will practice metacognitive control (persistence) to achieve desired outcomes.
Enabling Objective(s):
● Know what metacognition is: what does it look like, sound like, feel like and its purpose (as a self-molding and shaping agent).
● Interpret what it means to be an “agent” or have “agency”.
● Identify thinking processes.
● Examine self-awareness practice.
● Identify patterns of self-aiding and self-hindering thoughts.
Connections to previous unit: Students know their triggers, be self-aware of their own emotional process, understand the difference between voluntary
actions and impulsivity, have created a vision board of their ideal behaviors and completed a “toolbox” of resources to seek when they emotional support. The
previous activities have encouraged “thinking before doing” which will enhance metacognition.

Lesson Materials:
Notebook
Journal Entry /Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individual needs. Guidance through the process of
accessing the student portal, finding reports and interpreting reports will be provided as needed.

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Facilitator’s Notes
Embed your personal experiences and discuss poor academic decisions as well as the outcomes from those poor decisions. Share what you learned from that
experience and what your decision-making process is now.

Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask,

“Do you pay attention to ALL of your thoughts?”

This is what we are going to learn today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, will promote
learning and motivation.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of
metacognition as it applies to the
learning process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will be able to synthesize the meaning of
metacognition and provide an example and a non-
example.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Students listen to and read objective
to make connections between what
they know and what they don’t know
about the task objective.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Thinking about our thinking process allows
us to consciously make decisions that to improve our
academic processes.

Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
Student listens and reads the reasons
for learning.

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Risks Avoided: When you are not conscious about the
learning process you go through, you are not aware of
where you can make improvements. Example: In
math, if you work a problem out and make a mistake,
you can go back and trace your steps to catch where you
committed the error to correct it. If you don’t go back
to trace your steps, the answer will simply be incorrect,
but you did not learn where the initial error was made to
avoid making that mistake in the future.
will be bullet points on the
screen.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students will identify a practice that
they can do well. Students will volunteer to describe
each steps taken from its initiation through completion.

New Knowledge: Comprehending that metacognition
refers to the active monitoring and regulation of
processes towards meeting a goal. Realizing that
students can improve their learning from their mistakes;
perceiving mistakes as learning opportunities.

Learning Strategies:
Students will watch a video on metacognition to present
the meaning of the concept in a visual and auditory
format.
The teacher will provide examples and non-examples of
metacognition by thinking aloud as s/he works to solve
a problem (taken directly from a student’s notebook).

Once, the meaning and example/non-example have
been noted in their notebooks, students will provide
examples and non-examples of their own.
Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
outside readings, lecture,
practice, and assessment.

Teacher will also provide
guiding questions that will
guide new knowledge: “Do
you pay attention to ALL of
your thoughts?”
Student listens and watches
presentation of overview with guiding
questions and reviews learning
strategies needed in order to be
successful in meeting the lesson’s
desired outcome.

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Prerequisite
Knowledge
5 Review of purpose of course will be provided to
activate prior knowledge and prepare learner for the
new knowledge.

Definitions and examples/non-examples of agency and
regulation will be provided.
● Metacognition: Conscious awareness of our
own cognition processes, active monitoring,
and regulation of cognitive processes to reach a
desired outcome. It’s a reflective process.
Example: I wanted to learn to skateboard, so I
began to self-teach. When I first attempted to
practice my balance on a rolling board, I kept
falling off. I sat for a minute to think about my
process. I mentally compared my practice to
that of my friend who is a great skater. I
realized I may be falling off because I didn’t
stand in the middle to balance my weight. If I
firmly balance my weight and strengthened my
stance while I stood still, then perhaps I can
manage to stay on the board while it’s rolling.
Non-Example: I wanted to learn to
skateboard, but I kept falling off. I don’t know
what I did wrong. I just stopped since it didn’t
seem to work for me.

Students will be asked to come up with an example and
non-example of metacognition to demonstrate
understanding of the definition.

Teacher will provide examples and non-examples from
own academic experience.
Teacher present using visual
and verbal cues to review
prerequisite knowledge and
how that knowledge related
to comparing, evaluating, and
identifying patterns in
performance data.

This will be done by drawing
cards out of a jar. Each
student will draw a card and
prompt students in
identifying a component to
review. The student who
draws the card will read it
and the other students will
raise their hand to volunteer
an answer. Effort will be
acknowledged even if answer
is not correct. Students and
teacher will provide
corrective feedback
immediately if answer
provided is incomplete or
incorrect.

Moreover, teacher will
compare new knowledge to
known knowledge through
analogies and examples in
teacher’s learning
experiences to demonstrate
that teacher has also been
Student reads and watches short
presentation of prerequisite and prior
knowledge to prepare for learning
material.

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challenged, learned to
improve skills, and has
overcome learning
difficulties; making teacher
very relatable to students.
Learning
Guidance
- Lecture
- Demo.
12 During the video and modeling, students will take notes
and write questions they may have about metacognition.

YouTube video on metacognition:
https://youtu.be/O_sfNC5WPUU

Using a task taken directly from a student’s notebook
from last week’s work, the teacher will clarify the task’s
goal. The teacher will display the task, directions, etc.
for all students to see (using document camera).

Example: The teacher will think aloud: What is the
expected outcome? How will I begin? How well am I
doing? How well did I do? How will I do better next
time?
(Source of questions:
https://www.teachthought.com/learning/5-strategies-
teaching-students-use-metacognition/)

**as the teacher thinks aloud to model the thought and
reflection practice, the steps and questions will be
written down in outline form for students to observe.

The teacher will continue to ask questions through the
completion of the task as applicable in an audible voice
to model the thinking and reflection process for students
to observe.

The teacher will demonstrate
and follow up with prompts
to guide students through the
learning process.
Students watch the video, engage in
dialogue about examples and non-
examples of metacognition and
prepare to create their own to
demonstrate understanding.

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Non-Example:
Teacher will get stuck in the process of working
through the task and not reflect on the practice. At the
end, prompt students to tell if the teacher met the
expected outcome of the task.

Engage students in dialogue to differentiate the process
and benefits between the two examples.
Practice and
Feedback
15 Practice occurs at each step of the procedure listed
above using their own report card.

Students will select a task from within the last month
from any current class they are taking.

In their notebook, students will write down the title of
the task and course it was assigned in. Students will
begin the practice of metacognition by identifying the
expected outcomes of the task. Then they will self-
monitor their thought process. Students will write down
all their thoughts and reflections of their practice in
outline form.

Students will be prompted
and guided through the
process of thinking aloud and
prompted to make sure they
are not skipping steps
because it’s procedural
knowledge. All steps must be
acknowledged and
recognized.

The teacher will acknowledge
effort made by those who
volunteered to share their
response. When answers are
not correct or incomplete,
immediate prompts to correct
or complete answer will be
made by teacher to guide
students to the correct and
complete response.

After a couple of attempts in
prompting students, with the
intention of identifying
correct and complete
Students will consciously practice
thinking about thinking and reflecting
on their practice. Notes will be
written to recall their steps and
thoughts of the process through its
completion.

Students will have multiple
opportunities to succeed and
demonstrate proficiency before the
assessment.

Students will also be encouraged to
review the content and steps taken to
identify strengths and needs prior to
moving on to the authentic
assessment.

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responses that has been
appropriately justified with
the data, have not been
successful then the teacher
will provide the correct and
complete response and
students will engage in
additional practice with
corrective feedback.

When the correct response
has been made, then the
group may move on to
authentic assessment.
Authentic
Assessment
5 Students will reflect and journal on the questions posed.
The rubric for journal grading will be explained and
discussed.

Prompt: “How is metacognition different from your
usual thought process and practice?”

Write down some self-hindering and self-aiding
thoughts you may have had during today’s activity.
Teacher provides assessment
materials and questions,
mastery criteria and
corrective feedback as
needed.
Students will be asked to respond to a
couple of questions: “How is
metacognition different from your
usual thought process and
practice?”
Retention and
Transfer
3 Connections made to real world practices.

Teacher will prompt students
to make suggestions about
areas in which metacognition
could be applied.
Students will make suggestions about
areas in which metacognition could
be applied.
Big Ideas 1 Review and re-motivate: Metacognition is the reflective
process that leads to action.
Teacher asks students to do a
quickly identify what
metacognition is used for.
Students will explain that reflective
thoughts lead to modified behavior to
improve practices.

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Advance
Organizer for
the Next Unit
1 The next lesson will explore non-linear thinking
processes and self-awareness practices.
Teacher previews next lesson
by explaining that thoughts
do not have to be linear.
Students write notes about the
preview.
Total Time 55 min

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Unit 5: Metacognition
Lesson 5.2: Metacognitive, Non-linear Thinking

Unit Duration: 55 minutes

Introduction: This is the fifth unit in the 11-unit course on how to become a self-regulated student. Research demonstrates that students benefit from direct
instruction in self-regulation if they have not acquired the knowledge to practice self-regulating behaviors that will support their learning and improve learning
outcomes. The purpose of this unit is to teach learners how to become self-aware of their thoughts and academic practices.

Learning Objective(s)
Terminal Objective: Given an academic situation, students will practice metacognitive control (persistence) to achieve desired outcomes.
Enabling Objective(s):
● Know what metacognition is: what does it look like, sound like, feel like and its purpose (as a self-molding and shaping agent).
● Interpret what it means to be an “agent” or have “agency”.
● Identify thinking processes.
● Examine self-awareness practice.
● Identify patterns of self-aiding and self-hindering thoughts.

Lesson Materials:
Notebook
Journal Entry /Rubric

Learner Characteristic Accommodations:
The course will provide accommodations and adjusted materials as needed to enhance learning and meet individual needs. Guidance through the process of
accessing the student portal, finding reports and interpreting reports will be provided as needed.

Facilitator’s Notes
Embed your personal experiences and discuss poor academic decisions as well as the outcomes from those poor decisions. Share what you learned from that
experience and what your decision-making process is now.

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Instructional Activities
Instructional
Sequence
Time
(mins)
Description of the
Learning Activity
Instructor Action/Decision
(Supplantive)
Learner Action/
Decision
(Generative)
Gain Attention 3 Teacher will ask, “Have you ever wondered if your
thoughts or thought processes are “normal”? Did
you ever tell yourself that you are thinking about
things the wrong way?”

“Do you pay attention to ALL of your thoughts?
Self-hindering and self-aiding?”

This is what we are going to explore today.
Teacher will ask guiding
questions that establish a lens
that focuses attention to a
problem that needs to be
solved. It activates thinking
and allows a learner to
consider ways in which the
question related to a personal
experience. Using relatable
examples, will promote
learning and motivation.
Student thinks about the questions
being asked, attaching personal
experience to the proposed problem.
Students engage in the “have you
ever…” or “how” by relating to their
own academic experience. Each step
will lead to additional steps designed
to increase their awareness of
metacognition as it applies to the
learning process.
Learning
Objectives
1 Lesson objective is presented in writing and repeated
orally.

Students will identify and validate their own
thinking process as they work to complete a selected
task.
Teacher states the objective
aloud through relating the
questions to the learning
objectives and purpose of the
lessons.
Students listen to and read objective
to make connections between what
they know and what they don’t know
about the task objective.
Reasons for
Learning
- Benefits
- Risks Avoided
4 Benefits: Recognizing that thought processes are as
unique as individuals are, strengthens our confidence in
decision-making.

Risks Avoided: When we compare ourselves to our
high achieving peers we second guess ourselves and
doubt our unique way in which we process to complete
tasks. Example: In English class, Martha quickly had
an answer to the teacher’s prompt for aphorisms.
(Aphorism is a statement of truth or opinion expressed in a concise
Teacher states the reasons for
learning the material and the
risks avoided. Key points will
be stated aloud while others
will be bullet points on the
screen.
Student listens and reads the reasons
for learning. Visual symbols/icons for
benefits and risks will be used and
will reference back to the initial
metacognitive scenario.

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and witty manner. The term is often applied to philosophical, moral,
and literary principles. To qualify as an aphorism, it is necessary for
a statement to contain a truth revealed in a terse manner. Source:
google.com)
However, I didn’t even know what an aphorism was.

Teacher explains that many of our responses and the
timeliness of our processing is related to personal
experiences. In this case, Martha had much experience
with aphorism since her dad was a pastor. Most other
people have to figure out what it means, then
concentrate on whether they know of one.
Overview
- Prior
Knowledge
- New
Knowledge
- Learning
Strategies

(What you
already
know...what you
are going to
learn...and how
you are going to
learn it.)
5 Prior knowledge: Students understand the basics of
metacognition.

New Knowledge: Comprehending that metacognition
can be non-linear and unique to them. By following
their own thought process, students can improve their
learning from their mistakes.
Learning Strategies:
Students will have an opportunity to select the task,
work independently and in a group setting.

Teacher describes and
explains prior knowledge as
well as learning strategies
including:
· the order of
instructional activities
· Related tasks including
out