To succeed in school, students need more than subject area knowledge—they must learn how to learn. Self-regulation, an executive functioning skill, describes the ways that students focus attention on achieving success. Self-regulated learners find personal value in learning, develop effective study habits, welcome challenges, seek help, and use failure as a learning tool. This book study makes the process of developing self-regulation as easy as ABC: Affect (how you feel), Behavior (what you do), and Cognition (how you think). Challenge your gifted students to balance these three elements to build motivation, resilience, and college and career readiness.
Learners will dive into Richard Cash’s book Self-Regulation in the Classroom: Helping Students Learn How to Learn and will be asked to make applications to their gifted students in face to face, remote, and/or hybrid learning situations.
This 13 week long book study is designed to allow participants to complete the work in a self-paced, online learning environment.
Purchase/Acquisition of the book prior to the start of the course is the responsibility of the student.
This book study qualifies for 15 gifted HQPD hours and addresses the following gifted competencies:
1.The ability to differentiate instruction based on a student’s readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness.
2.The ability to select, adapt or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content.
3.The ability to understand the social and emotional needs of students who are gifted and to address the impact of those needs on student learning
Full details and registration at http://www.escweb.net/oh_hcesc/catalog/session.aspx?session_id=41075