How to Integrate Self-Regulated Learning into Your Courses
Learn how to select, adapt, design, and integrate proven self-regulated learning assignments and activities into the courses you’re teaching right now.
With so much material to teach, it seems luxurious or even indulgent to spend time thinking about thinking.
However, there are distinct benefits of focusing some effort on developing self-regulated learning (SRL) practices among your students.
In fact, you can improve your students’ exam performance, reading and listening comprehension, written and designed products, and problem-solving skills by incorporating aspects of self-regulated learning into your courses.
Its name might suggest otherwise, but self-regulated learning—the skill set and practice of strategically planning, monitoring, controlling, and evaluating ones’ own learning—can be taught, and you can teach it.
You can learn all you need to get started in How to Integrate Self-Regulated Learning into Your Courses.
This Magna Online Seminar prepares you to select, adapt, design, and integrate proven self-regulated learning assignments and activities into the courses you’re teaching right now.
Product Code: PC14GA | Recorded: 6/24/14
How to Integrate Self-Regulated Learning into Your Courses prepares you to immediately incorporate self-regulated learning into your courses with modest additions to current practices.
During this seminar, learn how to:
- Incorporate at least one self-regulated learning activity or assignment at the beginning and at the end of a course
- Add a brief SRL assignment to all assigned readings (or podcasts or videos)
- Use one or two self-regulated learning activities to help students learn from the mistakes they make in daily problem sets and exams
- Integrate at least one self-regulated learning activity into a face-to-face lecture to develop students’ active listening skills
- Pair a meta-assignment with each major assignment to ensure that students plan, monitor, and evaluate their thinking, problem-solving, and strategic decision-making processes through various stages of the assignment to help them become self-aware or “expert” thinkers
After participating in How to Integrate Self-Regulated Learning into Your Courses, you will know exactly what self-regulated learning is as well as the stages of the learning process it addresses. You will also be able to:
- Select, adapt, and design activities and assignments that will enhance your students’ self-regulated learning skills
- Incorporate these activities and assignments into appropriate course components such as readings, written assignments, and exams
- Explain how and why these activities and assignments increase student learning, strengthen students’ problem-solving skills, improve students’ exam performance, enhance the quality of student work, and reduce student overconfidence
This seminar is ideal for instructors at two-year and four-year institutions where any students might struggle with preparedness.
The reality is that the vast majority of students could benefit from some concerted effort to develop their learning skills.
Even the most prepared students will appreciate tips to improve their efficiency so that they can accomplish more in less time.
How to Integrate Self-Regulated Learning into Your Courses would be particularly useful for:
- Professors of any rank or in any discipline
- Instructors or lecturers in any discipline
- Teaching assistants in all disciplines
- Directors of teaching or faculty-development centers
- Faculty/educational developers
- TA training or development specialists
Linda B. Nilson, PhD, recently retired as the founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University. She has written several books, including Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015), Creating Self-Regulated Learners: Strategies to Strengthen Students' Self-Awareness and Learning Skills (Stylus, 2013), Teaching at Its Best: A Research-Based Resource for College Instructors, now in its 4th edition (Jossey-Bass, 2016), and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-edited Enhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Vols. 25–28 of To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Anker, 2007, 2008; Jossey-Bass, 2009, 2010), which is the major publication of the Professional and Organizational Development Network in Higher Education.
Dr. Nilson has also published many articles and book chapters and has presented keynote speeches and workshops at conferences, colleges, and universities nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters. Her most recent articles address the instability of faculty development careers, the validity problems with student ratings, and how to measure student learning for faculty evaluation.
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- Recorded seminar CD with handouts
- Complete transcript
- Supplemental materials (see example on the right)
- Facilitator's guide
- Critical reflection worksheet
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