Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills
Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.
The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.
Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.
The book concludes with descriptions of courses from different fields to offer models and ideas for implementation.
At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.
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Annie Soisson, Associate Director of CELT with a special focus on faculty development programs and inclusive excellence Creating Self-regulated Learners: Strategies to Strengthen Students’ Self ... Read full review
FOSTERING SELFREGULATED LEARNING FROM THE START
SELFREGULATED READING WATCHING AND LISTENING
SELFREGULATED LEARNING FROMLIVE LECTURES 5 SELFREGULATED LEARNING FROM METAASSIGNMENTS
SELFREGULATED LEARNING FROM EXAMS AND QUIZZES
FREQUENT OR OCCASIONAL SELFREGULATED LEARNING ACTIVITIES
FOSTERING SELFREGULATED BEHAVIORS
CLOSING A COURSE WITH SELFREGULATED LEARNING
TO GRADE OR NOT TO GRADE? OR TO GRADE ANOTHER WAY?
PLANNING TO INTEGRATE SELFREGULATED LEARNING INTO COURSE DESIGN
MODELS OF INTEGRATED COURSES AND THEIR IMPACT
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academic activities and assignments answer assessment Association of Geoscience behavior Carleton College chapter classroom Clemson University cognitive concept mapping concepts confidence defer gratification develop Educational Psychology enhance essay evaluate exercise faculty feedback final exam flowchart Geoscience Teachers NAGT give students goals groups help students homework http://serc.carleton.edu/NAGTWorkshops/metacognition HW Yes identify inclass instructor January 16 JiTT JosseyBass knowledge survey learners learning outcomes lecture locus of control mastery learning material metaassignments Metacognition in Teaching mind map monitor Nilson Northfield one’s pairs performance podcasts points portfolio postexam practice problems problemsolving procrastination questions quiz quizzes reading reflective writing regulated learning require Retrieved January Role of Metacognition roleplays rubric Schraw Schunk self selfassessment selfefficacy selfevaluation selfregulated learning activities selfregulated learning skills selfregulatory selftesting servicelearning Session presented solve specs grading student learning students write task Teaching Geoscience thinking topic understanding videos visual Wirth & Perkins wrappers writing assignments Zimmerman