Learning to Regulate Emotions and Regulating Emotions to Learn

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1 Learning to Regulate Emotions and Regulating Emotions to Learn Roland Tormey

2 Argument Emotions are important for learning Learning to regulate emotion Research and practice challenges 2

3 Take home message The big challenges are pedagogical, not technological. We need technology to be empowering, not controlling. 3

4 EMOTIONS ARE IMPORTANT FOR LEARNING 4

5 Emotion Emotion has traditionally been seen as more primitive, less intelligent, more bestial, less dependable, and more dangerous than reason - Robert Solomon (2000) Changed since the Emotional Revolution Image from: flicr Bring back words

6 Emotion Origin: from French émotion, from émouvoir excite, based on Latin emovere, from e out + movere move (emotion moves us) (emotion drives learning)

7 Interest Christopher Holden, flickr, creative commons 7

8 Positive Emotional Environment 1. Teacher Empathy: Cornelius-White, 2007, meta analysis, r=0.34; Roorda et al., meta analysis, r=0.16 with attainment 2. Teacher Intelligence (measured as teacher verbal ability): Aloe and Becker 2009, meta analysis, average r = to Teacher Subject Matter Knowledge: Choi et al., 2008, for math, r = 0 to

9 Positive Emotional Environment 1. Positive teacher-student relationships (d=.72) 2. Using cooperative (rather than individualistic) learning strategies (d=.59) 3. Concept mapping (d=.57) 4. Assessing and matching pupil learning style (d=.41) 5. Computer Assisted Instruction (d =.37) 6. Frequent testing (d=.34) 9

10 Negative emotions can be adaptive too Intuitive vs Reflective Thought e.g., Cognitive Reflection Test Positive mood favours intuitive thought Negative moods can be more effective for error checking and deduction tasks (Palfai & Salovey, 1993) 10

11 Maintaining Engagement Becoming an expert means Deliberate Practice Chess, r=.57; Music, r=.52 (Hambrick et al, 2013) (correlation between IQ and attainment is.5) 11 Elvert Barnes, flickr, creative commons

12 LEARNING TO REGULATE EMOTION 12

13 Do teachers think about teaching, when teaching? limited research has been done to explore teachers explicit awareness of their metacognition (Wilson & Bai, 2010, 270). little evidence that teachers are metacognitive (Duffy et al., 2009) 13

14 What about student teacher s emotional intelligence? Study of Irish Student Teachers (n=356) MSCEIT (Yale) EI test (Mean score = 100) Recognising = Generating = Understanding = Regulating =

15 What that means in practice When I was going [into school] I was thinking about my inspections, my lesson plans, activities to do, learn the kids names rather than [about] my mood going into lessons or how I m feeling. Jose Kevo, flickr creative commons 15

16 Successful Techniques Metacognitive Knowledge Emotional Knowledge Recognition of Emotion How are you feeling? Mood facilitates task Feedback & reflection on tasks 16

17 CONTEMPORARY RESEARCH AND PRACTICE CHALLENGES 17

18 Helping Teachers Recognise Engagement Sleeper s Lag Raca, M., Tormey, R., and Dillenbourg, P. (2014) Sleeper s lag study on motion and attention, 4th International Conference on Learning Analytics and Knowledge, Indianapolis, Indiana, USA. 18

19 When is consistent consistent enough? regularity index & completion in a MOOC with 27, 933 participants Loya, A., Gopal, A., Shukla, I., Jermann, P., Tormey, R. (2014) Conscientious behaviour, flexibility and learning in Massive Open On-line Courses, World Conference on Educational Sciences, Malta 19

20 Next steps: emotionally reflective elearning spaces Feedback on moods/ emotions Their own Those of others Activities to regulate their own emotions Feedback on mood and task performance Planning & reviewing activities 20

21 Conclusion The big challenges are pedagogical, not technological. We should provide: feedback on emotions to teachers and learners emotional metacognitive knowledge chances to plan, monitor, reflect 21

22 THANK YOU Roland Tormey: 22

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