Jessica Bertolani, Ph.DUniversity of Verona

jessica.bertolani@univr.it

Eccomi Pronto: a program for self-directed

learning in primary school

Overview

Introduction of EP Program

Skills for self-directed learning

ComponentsUnits Structure

ImplementationTypical sessionProcessing the storyWorking with stories

Conclusion

Introduction

Eccomi Pronto is story-based curriculum that

is designed to be delivered by teachers.

It is intended for the general population of

students from kindergarten to 5th grade. It is

also appropriate for students who are having

difficulty becoming readers and/or making the

transition to being independent learners.

Introduction

Eccomi Pronto is designed to be delivered in

either whole classrooms or small groups and

it can be easily adapted for one-on-one work

with students.

Eccomi Pronto is based on the fundamental

assumption that students’ academic

development and personal development are

inextricably bound together.

Unlike curricula in the content areas (math,

languages, science etc.), Eccomi Pronto

focuses on helping student learn skills that will

help they learn better across content areas.  

Its aim is to "build" more effective learners

by promoting self-directed learning skills

Introduction

Stories Each Eccomi Pronto lesson is based on stories that a teacher

reads to the students. Stories are powerful devices for helping children acquire knowledge of themselves, others, and the world; and important skills underlying both social competence and reading and literacy development.

Stories were chosen for three reasons:

1. stories are an important way that people make sense of themselves and their place in the world (White 2007);

2. the analysis of stories can be used to assess and promote children’s self-knowledge development and self-direction (Weinstein and Alschuler,1985);

3. developing the concepts for understanding the structure of stories is an important early literacy skill that promotes the development of independent reading in primary school students.

Goals

1) EP is intended to start students down the path towards self-directed learning.

Each story is based on the key concepts from a research tradition in modern educational or developmental psychology related to the capacity to be an effective self-directed learner.

The characters and events in the stories help students see how these concepts can be used by to improve their lives.

2) Eccomi Pronto is also designed to:

help teachers understand the inner lives of their students,

develop strong nurturing relationships with their students,

and develop skills in using group process to promote personal-social and academic development simultaneously in their classrooms.

Research Base Review and analysis of the educational,

developmental, and social psychology literatures that can be used to inform school-based prevention activities.

Identified 12 characteristics of students that are:

a) known through research to be related to student

achievement, success, social responsibility, and/or well-

being

c) compatible with the positive developmental framework

of preventative programs

d) capable of being developed or enhanced through

educational interventions.

Skills for self-directed learning

Relationships Among Eccomi Pronto Lessons and Positive Psychology Constructs.

# Theme Positive Psychology Constructs

1 Goals setting Goal setting theory

2 Causal attribution Causal attribution theory

3 Learned optimism Learned optimism theory

4 Comfort with social difference Social skills

5 Self-regulation of motivation Self-regulation

6 Intrinsic Interests Achievement motivationSelf-determination theory

7 Possible selves Possibile selves theory

8 Use of self-talk to direct behavior Metacognitive awarenessSelf-directed learning

9 Help-seeking Help seelking

10 Self-efficacy Self-efficacy theory

11 Social skills for collaborative learning

Social skills

12 Social consciousness Critical consciousness

Classroom Component

12 classroom lessons

(Units)

Beginning in the fall

3-4 Consultation and

supervision for teachers

during the year (more

upon request)

2 Meeting with parents

(more upon request)

Option 1:1. 3

2. 3 + 2

3. 2 + 3

4. 3 + 4

5. 12 (4 + 8)

12 classroom lessons (Units)

Classroom Component

Option 2:1. 4

2. 4

3. 4

4. 6

5. 6

Option 3:1. 6

2. 6

3. 6

4. 6

5. 12

Option 1:1 story every 3 weeks – first presentation (Sept-Dec)

Recall the stories and work on them deeply (Jan-May)

Option 2:Present the stories once over the year

Work on them deeply

Classroom Component

The Units

Eccomi Pront contains 12 units. Each of the twelve lesson cycles has 5 parts:

1) Brief Introduction to the Lesson: the Introduction orients students to the work and helps them focus on key concepts and skills related to the lesson

The Units

2) Story: the story consists of a description of the antecedent state (the problem) of the story, a series of events, descriptions of characters who interact with each other in story and who experience the events of the story, and a resolution of the story (with an explicitly stated or implied lesson or moral).

Each story is based on the psychological principles that have been shown to be important in the development of self-directed learning.

The Units

3) Group Processing of the Story: the group processing component is a detailed protocol to help teachers lead group inquiry focused on the story

4) Follow-Up Activities: concrete suggestions for projects that can be used to reinforcing learning

5) Evaluation Suggestions: the evaluation component included instruction for how to determine whether students are mastering the material

Core skills

The majority of the stories focus on the development of Situational level (Weinstein and Alschuler, 1985) literacy and social cognitive development skills.

The last story also focuses on students’ transition to Pattern level self knowledge development (Weinsten and Alschuler, 1985). It is designed to help students begin to:

Recognize patterns of behavior across different related stories

Identify how a dysfunctional pattern of behavior leads to undesirable consequences

Understand that altering a dysfunctional pattern can lead to desirable consequences.

This focus on Pattern level self-knowledge is included to provide a transition to the next level of the Eccomi Pronto curriculum.

Eccomi Pronto Typical Session

Review previous session Who can tell me what the last story was about?

Introduce new material Today our story is about….. We are going to

learn about….. Listen for things that help the characters…

Read the story

Group processing of the story

Activity

(Daily) Systematic recalls

Extra activities for teachers and parents

Move left and right slowly to maintain a high level of attention

Don’t do voices

Don’t show images while reading

Reading the story

Processing the story

It is typically best with young children to have a physical prompt to control who is talking, encourage listening, and to make sure that everyone is involved. Using a puppet is helpful.

Processing the story

Processing the story_Rules

1. Raise your hand If you want to talk…

2. Raise your hand without making noise or move to much…

3. Raise your hand only after I finished asking the question…

4. Launch the puppet without hitting any hanging objects…

1. Raise your hand If you want to talk…

2. Raise your hand without making noise or move to much…

3. Raise your hand only after I finished asking the question…

4. Launch the puppet without hitting any hanging objects…

Always specify the consequences of not respecting the rule:

If you…you will miss a turn and won’t take the puppet

Processing the story_Names List

Mark the children who have already spoken

Check the involvement

Everyone must speak at least once

Processing the story_Wise Feedback

Right answer: underline a skill (paying attention, listening..)

Wrong answer: underline the commitment

Refer to the previous session to underline progress

Processing the story_Wise Feedback

Step 1: Identify Positive Behaviors, Traits, and Efforts

accurately describe their performance (e.g. “Jane, your got half of the answers correct on the addition quiz today.”)

Step 2: Focus on the Specific Deed Rather Than the Doer

note their progress (“You are doing much better than last month.”)

THREE-STEP METHOD OF ENCOURAGEMENT

Step 3: Implement by Using the Language of Encouragement

express your belief in their potential to improve (e.g. “And, I am sure that you will do even better next week after I have been able to explain addition a bit more and you have had the chance to practice it”).

Phrases that demonstrate belief in the child/adult include: “I like theway you worked that problem through.” “I like the way you dealt with that.” “I’m glad you’re satisfied with the project.” “You look pleased.” “How do you feel about it?”

Phrases that display assurance include: “You’ll work it out.” “I have confidence in your decision-making skills.” “You’ll finish it.” “Knowing you,I’m sure you’ll do fine.”

Moral: no right or wrong answer

Briefly reformulate the answer

Always thank for speaking

Processing the story_Thank you

Criteria for extra-activities

1) at least one activity must be done individually;

2) at least one activity must allow to apply the skill to everyday life

(school, home);

3) one activity should include a small group work;

4) at least one activity must involve parents in sharing their

experience related to the specific skill, in order to make them

active participants and improve the sharing in classroom;

5) provide an activity connecting the specific skill to one (or more)

school subjects.

ECCOMI PRONTO

Knowledge skills

Self-directed Learning skills

Languages

Humanities& the Arts

Mathematics

& Sciences

Eccomi Pronto & Standard Curriculum

Effective implementation

At least one subject implementing the original EP version

Skills and extra activities for all

Processing: Clear rules before the

group processing

Give positive feedback (encouragement)

Say thank you

Involvement of all

No right or wrong answers

Engagement of families

Schools reflections

General purpose:

plan educational curricula (meaningful experiences of learning and good practices) aimed at promoting social and personal skills of students (non-cognitive skills/factors).

Steps and specific goals: analysis and review of curricula and and social/personal skills

of children; definition of characteristics, method and content of the daily

classroom educational activities; development of good practices with families; presentation of good practices to families.

Which educational activities, tools and methodologies are needed in order to teach a curriculum for developing independent learning and social skills?

Working with stories: example of implementation

a) Engage in mutual goal setting with students. Have each student draw a picture (or write few sentences) of themselves achieving a long term goal (related to school or home) that is important to them. Help them come identify at least three short-term goals and place the goals in proper sequence. Help them decide what they need to do in order to achieve that short-term goal.

b) Send a copy of the story and a copy of Activity (a) home. Request that parents engage in the mutual goal setting activity with their child. Monitor progress every day for a week.

c) Send a copy of the story home. Ask parents to tell (and write) an episode of their lives when they reached a long-term developing a plan 'step by step'. Have students read the stories of their parents.

1. Goal Setting_Becky, the cow that jumped over the moon

Effective goal-setting practices include:

1. Clearly stating the long-term goal in unambiguous terms that are measureable.

2. Developing a strategy to achieve the long-term goal by develop a step-by-step process. The steps represent a series of short-term goals.

3. Making sure that the short-term goals are clearly stated, measureable, and tied to a timeline.

4. Making sure that the short-term goals are neither too easy or too difficult so that success is possible, meaningful, encouraging and reinforcing.

5. Making sure that both the long-term and the short-term goals are stated in positive terms. They should reflect a desirable positive state to be achieved rather than an undesirable negative state to be avoided.

6. Making sure that both long-term and the short-term goals are written down and remembered.

SMART Goal Setting

S – Specific

M- Measurable

A- Achievable

R- Realistic

T- Time Oriented

Working with stories

becky completo tedesco.mp4

a) Ask each student draw a picture (or write) about a time in their own lives when they were successful by doing something different. Ask each student to show their pictures (or read) at the class and explain the picture. Post the pictures in the classroom

b) Identify typical school challenges and find different solutions Trying Something Different (TSD Chart)

c) Send a copy of the story home with a request that parents tell (or write) their child a true story about a time in their own lives when they initially failed at something but were finally successful because they tried something different. Have the students tell (or read) their parent’s stories in class.

2. Causal Attribution_The First and Only Queen of the Monkeys

TSD Chart

Description Reaction/Solution

Try Something Different 1

Try Something Different 2

Challenge 1

Challenge 2

Challenge 3

Challenge 4

a) Reflective questioning:

If you friend felt pessimistic what could you say or do to help them?

If you woke up one day feeling pessimistic, what could you say to yourself that could help yourself feel more optimistic? ? What could you do that would help you feel more optimistic?

b) Fill the ABCD Chart

c) Send a copy of the story home with a request that parents tell their child (or write) a true story about a time in their own lives when they realized a wish, solving a problem thanks to positive thinking. Have the students tell (or read) their parent’s stories in class.

3. Learned Optimism_The City that smiles again

ABCD Approach: M. Seligman

The learned optimism positive psychology approach was lead by Martin Seligman. He was able to explain learned optimism through and ABCD approach.

A- adversity, the problemB- beliefs, the overall beliefs that we create from the problem, can be either positive or negativeC- consequences, end results that follow our beliefs, may prevent one from completing a task or trying something new, or may be positive in enabling one to “try” without the fear of failureD- disputation, challenging pre existing thoughts or beliefs about a problem.

The problem

Beliefs

Consequences (behavior-feeling)

DisputationDisputation

ABCD Approach: M. Seligman

ABCD Chart

The problem Consequences Belief Disputation

I get told off I feel very sad Teacher thinks I am no good

The teacher thinks I could improve and so takes the trouble to correct me. If he thought I was no good he would let me do as I like.

A kid stares at me

I get closer to threaten him

The kid thinks he is stronger than me and wants a fight.

The kid may be scared of me and may stare because he is nervous that I might beat him up. There’s no obvious connection between staring and wanting a fight.

a) Draw or build the two spells of the story: Intrinsic (magic mirror) and Extrinsic (magic telescope). Hang them in the classroom and use them to mark the times of 'pleasure' and 'duty'.

b) Fill the ‘Pleasure & Duty’ Chart

c) Send a copy of the story home with a request that parents tell (or write) their child a true story about a time in their own lives when: (1) they did only what they liked, or (2) they did only what they had to. Have the students tell (or read) their parent’s stories in class.

d) Plan the ‘Pleasure and Duty’ Week

4. Intrinsic and Estrinsic Motivation_The Queens Joy and Labor

Pleasure & Duty Chart

What I like to do (pleasure)

What needs to be done (duty)

How to make more pleasant what needs to be done (duty)

School 1. -2. -3. -4. -

1. -2. -3. -4. -

1. -2. -3. -4. -

Home 1. -2. -3. -4. -

1. -2. -3. -4. -

1. -2. -3. -4. -

Pleasure Duty

Monday -Signature____________

-Signature____________

Tuesday -Signature____________

- Signature____________

Wedsneday -Signature____________

-Signature____________

Thursday -Signature____________

- Signature____________

Friday -Signature____________

- Signature____________

Saturday - Signature____________

- Signature____________

Sunday - Signature____________

- Signature____________

Pleasure & Duty Week

a) Ask the children to draw pictures of something that they do that makes their brains fly, something the do that makes their hands dance and something they do that makes their hearts sing.

b) Complete the BHH Chart

c) Send how a copy of the story with a note asking a parent to tell they child one thing that they do that makes their brain fly, one thing the do that makes their hands dance and one thing they do that makes their hearts sing. In class, have each children relate what their parents told them. In class, have each student tell one thing they learned about their parent that surprised them.

5. Intrinsic Interests_The Magic Lamp of Mister Cat

BHH Chart

week1 week2 week3 week4

Brain flying

Hands

dancing

Heart singing

Is there anything that appears more frequently for brain, hands and heart?

Specify below for each one:

Brain

Hands

Heart

The Wall of Parents

Key Points

1. Goal: self-directed

learning

2. Systematic

3. Style

4. Family involvement

5. Transdisciplinarity

6. Assessment

7. In progress/open

Future directions

EPC: integral part of the school program

New technologies

Community of practice

Middle and High school Middle school: 1° year of

experimentation (12-13 years old)

Thank you!

Contact Information:

Jessica Bertolani: jessica.bertolani@univr.it