Creating Self-Regulated Learners
Strategies to Strengthen Students’ Self-Awareness and Learning Skills

Foreword by Barry J. Zimmerman
Paper: 978 1 57922 867 5 / $28.95
 
Published: September 2013  

Cloth: 978 1 57922 866 8 / $95.00
 
Published: September 2013  

Lib E-Book: 978 1 57922 868 2 / $95.00  
About Library E-Book

Published: October 2013  

E-Book: 978 1 57922 869 9 / $22.99
 
Published: October 2013  

Publisher: Stylus Publishing
180 pp., 6" x 9"
tables
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.

Table of Contents:
Foreword -- Barry J. Zimmerman

Preface

Acknowledgements

1) What Is Self-Regulated Learning and How Does It Enhance Learning?
2) Fostering Self-Regulated Learning from the Start
3) Self-Regulated Reading, Watching, and Listening
4) Self-Regulated Learning from Live Lectures
5) Self-Regulated Learning from Meta-Assignments
6) Self-Regulated Learning from Exams and Quizzes
7) Frequent or Occasional Self-Regulated Learning Activities
8) Fostering Self-Regulated Behavior
9) Closing a Course with Self-Regulated Learning
10) To Grade or Not to Grade? Or to Grade a Different Way?
11) Planning to Integrate Self-Regulated Learning into Course Design
12) Models of Integrated Courses and Their Impact on Students

References

About the Author

Index


Sample Chapter

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Reviews & Endorsements:
“Linda Nilson has provided a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught even a few of the strategies presented. However, relatively few students will implement new strategies if they are not required to do so by instructors. Nilson shows how to seamlessly introduce learning strategies into classes, thereby maximizing the possibility that students will become self-regulated learners who take responsibility for their own learning."
- Saundra McGuire, Assistant Vice Chancellor (Ret.) & Professor of Chemistry, Louisiana State University
“Linda Nilson’s book is a timely contribution to the faculty development literature. Its focus on empowering professors with instructional strategies that, in turn, empower students to become strategic learners is critical to promoting the success of the rising wave of first-generation college students, to meeting the current demand for workers who have ‘learned how to learn,’ and to realizing a long-standing goal of a college education: developing self-reliant, lifelong learners."
- Joseph B. Cuseo, Professor Emeritus, Psychology; and Educational Consultant, AVID
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