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Academic Coaching and Self Regulation in College

Wednesday
8:30 AM - 9:45 AM
Regency C

Academic Coaching for Educator Success (Saint Rose ACES) involves a peer tutoring model to help college students who display difficulty with the skills necessary for postsecondary success. These skills include planning, prioritizing, managing time, and initiating tasks. Given weekly sessions over the course of a semester, students have displayed increased GPA, study skills, and self-regulation. Information about how this model has been developed across the School of Education and three semesters of data on academic performance will be presented. The audience will also hear college student testimonials and learn about plans to expand and refine this program.

HANDOUT
 
 
Session Topics: 
Learning Strategies
Instructional Coaching
Preservice

HLPs Relevant to this session

Special Education HLPs: 
HLP 12 Instruction: Systematically design instruction toward a specific learning goal
HLP 14 Instruction: Teach cognitive and metacognitive strategies to support learning and independence
HLP 16 Instruction: Use explicit instruction
HLP 21 Instruction: Teach students to maintain and generalize new learning across time and settings
General Education HLPs: 
HLP 2: Explaining and modeling content, practices, and strategies
HLP 4: Diagnosing particular common patterns of student thinking and development in a subject-matter domain
HLP 5: Implementing norms and routines for classroom discourse and work
HLP 6: Coordinating and adjusting instruction during a lesson
HLP 8: Implementing organizational routines
HLP 13: Setting ling and short term learning goals for students
HLP 14: Designing single lessons and sequences of lessons
HLP 16: Selecting and designing formal assessments fo student learning
HLP 17: Interpreting the results of student work, including routine assignments, quizzes, test, projects, an standardized assessments
HLP 19: Analyzing instruction for the purpose of improving it

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