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.
|Publisher:||Stylus Publishing, LLC|
|Product dimensions:||6.00(w) x 8.90(h) x 0.50(d)|
About the Author
Linda B. Nilson now retired, directed three faculty development centers at major research universities during her 28-year career. She also authored several books: Teaching at Its Best: A Research-Based Resource for College Instructors (2016), now in its fourth edition, The Graphic Syllabus and the Outcomes Map: Communicating Your Course (2007), Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (2013), Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (2015), and, with Ludwika A. Goodson, Online Teaching at Its Best (2017). She has given over 450 keynotes, webinars, and workshops at conferences, colleges, and universities nationally and internationally. After receiving her Ph.D. from the University of Wisconsin-Madison, she was a sociology professor at UCLA.
Barry J. Zimmerman is a Professor Emeritus of Educational Psychology at the Graduate School and University Center of the City University of New York. He has conducted research and written extensively on the role of social learning and self regulatory processes of children, youth, and adults. He has written more than 200 research articles, book chapters, and professional conference papers. He has also authored or edited 14 books or journal volumes on social cognitive and self regulatory processes in the learning of children and youth. His most recent book is Self-Regulated Learning and Academic Achievement: Theoretical Perspectives.
Table of Contents
Foreword Barry J. ZimmermanPrefaceAcknowledgements 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 AuthorIndex