How Can I Enhance Students’ Self-Regulated Learning Skills?
Learn the three stages of self-regulated learning plus specific and real-world-tested techniques you can use to encourage student self-monitoring, self-testing, and self-evaluation.
What You Need to Know to Improve Student Learning
Explore techniques you can use to transform your students into champions of learning with How Can I Enhance Students’ Self-Regulated Learning Skills?, a Magna 20-Minute Mentor with Linda B. Nilson, Ph.D
Thinking about how one thinks, or metacognition, is not a practice that comes readily to most new college and university students. But the sooner they develop their skill at self-monitoring their learning processes, the more successful and rewarding their educational experience will be.
Nilson, founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University, literally wrote the book on self-regulated learning with her 2013 book, Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills. A widely published author, she also wrote Teaching at Its Best: A Research-Based Resource for College Instructors, which is in its third edition (Jossey-Bass, 2010).
This presentation combines Nilson’s commitment to both student learning and research-based innovation in higher education. Multiple studies have shown the many ways self-regulated learning helps students:
- Become better problem solvers
- Enhance their listening skills
- Retain more of what they read
- Improve their exam scores
- Avoid the pitfalls of overconfidence
You’ll learn the three stages of self-regulated learning plus specific and real-world-tested techniques you can use to encourage student self-monitoring, self-testing, and self-evaluation.
Product Code: PM14BA
Athletes and artists are expected to practice rigorous self-monitoring and self-evaluation.
Why should college students be any different?
How Can I Enhance Students’ Self-Regulated Learning Skills? will show you how to help your students develop techniques to boost student learning in your course and set the stage for effective, lifelong learning.
You’ll learn about the three stages of self-regulated learning—planning, monitoring, and evaluating—and explore an array of activities proven to be effective at enhancing students’ self-awareness of their learning. You’ll also review the best times to use these practices, all of which are designed not to increase your grading responsibilities!
This presentation is research-based with a practical focus, covering everything from students’ first encounter with new material to end-of-course activities. Nilson will show you:
- Why you should integrate self-regulated learning activities with your lectures
- How self-testing can nip homework problems in the bud
- When students are most likely to overestimate their abilities
After participating in this Magna 20-Minute Mentor, you’ll be able to:
- Describe and explain self-regulated learning and the stages of the learning process it addresses
- Employ and interpret sample activities and assignments to enhance your students’ self-regulated learning skills
- Effectively schedule self-regulated learning activities and assignments throughout a course
- Assess self-regulated learning assignments efficiently when necessary
How Can I Enhance Students’ Self-Regulated Learning Skills? is relevant to all faculty members actively engaged with teaching or supporting instruction on your campus.
This session will even accommodate those faculty members who feel chronically pressed for time. Nilson’s recommendations for implementing self-regulated learning are specifically designed to minimize any additions to your assessment time. In fact, the majority of activities she recommends to improve student learning should be graded only on a pass/fail basis, if at all.
Product Code: PM14BA
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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