Developing self-regulating learners:
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Toronto
Pearson
2017
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes index |
| Physical Description: | xviii, 206 pages Illustrationen 28 cm |
| ISBN: | 9780133906905 |
Staff View
MARC
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| 245 | 1 | 0 | |a Developing self-regulating learners |c Deborah L. Butler, Leyton Schnellert, Nancy Perry |
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| 653 | 0 | |a Self-control | |
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Record in the Search Index
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|---|---|
| adam_text | Contents
Preface xi
Acknowledgments xvi
Part 1 Portraits of Self-Regulated Learning 1
1 What Is Self-Regulated Learning? 1
Introduction 1
What Do You Know About Self-Regulated Learning? 2
A Classic Definition of Self-Regulation 2
Developing Self-Regulating Learners 3
Self-Regulation Across the Lifespan 3
Imagining Self-Regulated Learning (SRL) in Schools 3
Dimensions of Self-Regulation 4
Cognition and Metacognition 5
Motivation and Emotion 6
Strategic Action 6
Models of Self-Regulation: An Integrative Framework 7
What Individuals Bring to Contexts 8
Environmental Influences 9
Pulling It All Together 9
Seeing Dimensions of Self-Regulation in Day-to-Day Activities 10
Is Self-Regulation the Same Thing as Working Alone? 11
Responding to Socially and Culturally Defined Expectations 11
Knowing How to Work with Others 11
Social Influences on Engagement 12
Summary: Self-Regulation is Social 12
Fostering SRL: Checking In 13
Recommended Resources 13
2 Why Is Supporting Self-Regulated Learning Important? 15
Introduction 15
Anchoring Our Discussion 16
Self-Regulation Predicts Success Across the Lifespan 16
Predicting Success 16
When Are Self-Regulation and SRL Important? 17
What Do People Self-Regulate? 18
Self-Regulating in Context 20
Self-Regulation in Successful Engagement 21
Imagining How to Foster Effective Forms of Self-Regulation 23
Fostering Self-Regulation and SRL: Checking In 23
Recommended Resources 24
3 How Is Self-Regulated Learning Related to Social-Emotional
Learning and Executive Functioning? 26
Introduction 26
Anchoring Our Discussion 27
Self-Regulation and Social-Emotional Learning 27
What Is Social-Emotional Learning? 27
Why Focus on SEL? 28
How Can Educators Support SEL? 28
Connecting Social-Emotional Learning and Self-Regulated Learning 29
Imagining SEL Competencies at Work in Self-Regulated Learning 30
Self-Regulated Learning and SEL: Closing Reflections 31
Self-Regulation, SRL, and Executive Functioning 31
What Is Executive Functioning? 31
Imagining Executive Functioning in Classrooms 32
Why Is Executive Functioning Important? 33
Connecting Executive Functioning to SRL 34
What Can We Learn from Research on Executive Functioning? 34
How Can Educators Support Executive Functioning? 35
From Executive Functioning to SRL 36
Self-Regulated Learning and Executive Functioning: Closing Reflections 37
Fostering SRL: Checking In 39
Recommended Resources 3 9
4 What Goals Should We Focus on to Foster Self-Regulated
Learning? 41
Introduction 41
What are Our Goals for Students? 42
SRL and 21st-Century Learning 43
SRL and Self-Determination 44
What are Our Bigger Picture Goals for Students? Closing Reflections 46
Goals in Fostering Self-Regulated Learning 46
Scanning for Self-Regulated Learning 46
Self-Regulated Learning in Mrs. Klein’s Classroom 48
SRL in Mrs. Klein’s Classroom: Our Observations 49
From Scanning for SRL to Setting Goals 51
Patterns of SRL in Classrooms 52
From Scanning for SRL to Setting Goals: A Final Example 54
Goals in Fostering SRL: Final Reflections 55
Recommended Resources 56
Part 2 Developing Self-Regulating Learners 58
5 Creating Safe and Supportive Learning Environments 58
Introduction 58
Anchoring Our Discussion 59
Key Qualities of Safe and Supportive Learning Environments 59
Fostering a Community of Learners 60
Creating Positive, Non-Threatening Spaces for Learning 62
Establishing Participation Structures that Enable Active Learning and SRL 65
Creating Safe and Supportive Learning Environments: Extended
Example 70
Building Safe and Supportive Environments: Final Reflections 72
Recommended Resources 73
vi
Contents
6 Guidelines for Designing SRL-Promoting Practices 76
Introduction 7 6
Guidelines for Fostering Self-Regulated Learning 77
Creating Opportunities for Self-Regulated Learning 77
Fostering Autonomy 83
Weaving Supports for SelTRegulated Learning into Activities 85
Supporting Learners’ Construction and Flexible Use of Knowledge, Skills, Strategies,
Values, and Beliefs 89
Guidelines for Developing SRL: Next Steps 90
Recommended Resources 91
7 Designing Activities to Foster Self-Regulated Learning 93
Introduction 93
Anchoring Our Discussion 94
A Focus on Activities 94
Defining Activities and Tasks 94
Why Focus on Activities? 95
Creating Opportunities for Active Learning and SRL 95
Building Opportunities for SRL into Activities 96
Activities that are Complex by Design 97
Designing Activities: Cautions and Considerations 100
Designing Activities to Foster SRL: Pulling it All Together 102
Recommended Resources 104
8 Providing Supports for Self-Regulated Learning 105
Introduction 105
Anchoring Our Discussion 106
Social Influences on Students’ Development of SRL 106
Classrooms as Social Spaces 106
Social Forms of Regulation 107
Designing Supports for SRL: Key Ideas 108
Imagining Supports for Self-Regulation 109
Designing Supports for Self-Regulated Learning 110
Incorporating Supports for SRL Directly into Activities 110
Supporting All Steps in Strategic Action 111
Bridging from Guiding Learning to Fostering Independence 113
Supporting Thinking and Learning Processes 116
Nurturing Students’ Construction of Knowledge and Adaptive Expertise 117
Building Supports for SRL into Activities: Next Steps 118
Recommended Resources 119
9 Designing Assessment and Feedback to Nurture Self-Regulated
Learning 121
Introduction 121
Anchoring Our Discussion 122
Assessment for SRL 122
Purposes for Assessment 123
What about Grades? 123
Assessments for Learning 124
How Can Teachers Build from Assessments for Learning to Inform their
Practice? 125
How Can Teachers Design Assessments for Learning to Inform Practice? 127
Empowering Students Through Assessment 128
How Can Teachers Include Students in Assessment Processes? 129
Feedback for SRL 134
What Is Powerful Feedback? 134
How Can Educators Provide Powerful Feedback? 134
Supporting Peers to Give High-Quality Feedback to One Another 135
Feedback for SRL: Summary of Key Qualities 137
Designing Assessment and Feedback: Next Steps 137
Recommended Resources 139
Part 3 Pulling it All Together: The Promise of Supporting
Self-Regulated Learning 141
10 Meeting the Needs of Diverse Learners 141
Introduction 141
Anchoring Our Discussion 142
The Promise of SRL: Building Inclusive Learning Communities 142
Celebrating the Differences Learners Bring to Classrooms 143
Supporting All Learners to Grow and Learn to their Full Potential 143
Assisting All Learners to Develop Personalized Strategies 144
Fostering SRL for Students with Learning Challenges 144
An Extended Case Example 145
Structuring Supports for Individuals within Inclusive Classrooms 148
Social Stories 149
Fostering SRL for Students with Learning Challenges: Closing
Reflections 149
Fostering SRL in a Support Setting 149
How Denise Wove Supports for SRL into Her Classroom 152
Fostering SRL in a Support Setting: Closing Reflections 153
Accommodating Diversity in an Inclusive Classroom 153
How did Nicole and Leyton weave Supports for SRL into an Inclusive
Classroom? 157
Accommodating Diverse Learners in an Inclusive Classroom: Closing
Reflections 158
Meeting the Needs of Diverse Learners: Next Steps 159
Recommended Resources 160
11 Motivating and Engaging Learners 162
Introduction 162
Anchoring Our Discussion 163
What Is Motivation? 163
Motivation in Context 165
Beliefs, Values, and Expectations That Influence Motivation 165
Understanding Learning and How it Works for Themselves and Others 167
Developing Growth Mindsets 169
Finding and Developing Interest 171
Taking Up Autonomous Forms of Motivation 172
Building a Sense of Competence, Confidence, and Control over Learning 174
Motivating and Engaging Learners: Next Steps 177
Recommended Resources 177
vrn
Contents
12 Empowering 21st-Century Learning 180
Introduction 180
Anchoring Our Discussion 181
What does Empowerment Look Like? 181
Empowering Learners 183
Agency and Empowerment 183
Self Determination Theory 184
Pulling it All Together: Empowering Learners 186
Empowering 21 st-Century Learning 187
Empowering 21st Century Learning: Extended Examples 188
Empowering 21st Century Learning: Reflections 195
Empowering 21st-Century Learning: Next Steps 197
Recommended Resources 197
Epilogue 198
Glossary 201
Index 203
|
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| indexdate | 2024-07-10T07:54:55Z |
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| isbn | 9780133906905 |
| language | English |
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| spelling | Butler, Deborah L. Verfasser aut Developing self-regulating learners Deborah L. Butler, Leyton Schnellert, Nancy Perry Toronto Pearson 2017 xviii, 206 pages Illustrationen 28 cm txt rdacontent n rdamedia nc rdacarrier Includes index Selbstgesteuertes Lernen (DE-588)4180834-4 gnd rswk-swf Learning Self-control Study skills Academic achievement Selbstgesteuertes Lernen (DE-588)4180834-4 s DE-604 Schnellert, Leyton Verfasser aut Perry, Nancy E. Verfasser aut Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029922953&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Butler, Deborah L. Schnellert, Leyton Perry, Nancy E. Developing self-regulating learners Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| subject_GND | (DE-588)4180834-4 |
| title | Developing self-regulating learners |
| title_auth | Developing self-regulating learners |
| title_exact_search | Developing self-regulating learners |
| title_full | Developing self-regulating learners Deborah L. Butler, Leyton Schnellert, Nancy Perry |
| title_fullStr | Developing self-regulating learners Deborah L. Butler, Leyton Schnellert, Nancy Perry |
| title_full_unstemmed | Developing self-regulating learners Deborah L. Butler, Leyton Schnellert, Nancy Perry |
| title_short | Developing self-regulating learners |
| title_sort | developing self regulating learners |
| topic | Selbstgesteuertes Lernen (DE-588)4180834-4 gnd |
| topic_facet | Selbstgesteuertes Lernen |
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