Developing Self-Regulated Learners: Beyond Achievement to Self-Efficacy (Psychology in the Classroom)

This book is part of the Division 15 series "Psychology in the Classroom," which is aimed at elementary, middle, and high school teachers. The goal of this series is to encourage teachers to base their daily classroom practices on sound principles derived form the latest educational psychology research. The series thus bridges the gap between theory and practice. Each book is written in an accessible, straightforward style and contains a wide range of user-friendly features, such as real-life case illustrations, sample classroom activities, self-study questions, and suggested readings. Every teacher would like to have a classroom full of "smart learners." This accessible guide for midddle school and high school teachers will show the reader how, through self-regulatory training and development, the classroom can be converted into a learning academy full of motivated, empowered students. Teachers will learn how to help students develop five essential study skills as part of their regular classroom assignments: time planning and management, text comprehension and summarization, classroom note-taking, test anticipation and preparation, and writing. Five-week curricula models are presented for each skill area. In this guide, we will illustrate how a self-regulatory learning cycle can be implemented to enable middle- and high-school students to develop 5 essential academic skills: (a) planning and using study time more effectively, (b) understanding and summarizing text material better, (c) improving methods of note taking, (d) anticipating and preparing better for examinations, and (e) writing more effectively. Although this book is written for teachers, its purpose is to empower students to self-observe their current study practices more accurately, to ascertain for themselves which study methods are ineffective and replace them with better ones, and to be more personally aware of their improved effectiveness--that is, we want to show them how to become smart learners. We will discuss how you can organize classroom and homework activities to achieve these self-regulatory ends and how you can shift your role to that of a self-regulatory coach or consultant. In addition to providing monitoring forms for each area of learning and checklists for implementing self-regulatory training over 5-week modules, we will illustrate exemplary interventions with specific case studies of students like those in your class. Finally, we will discuss the instructional capabilities that you will need ... (PsycINFO Database Record (c) 2004 APA, all rights reserved) Developing Self-Regulated Learners......Page 4 Table of contents......Page 6 Preface......Page 8 Acknowledgements......Page 9 introduction......Page 10 1 - Understanding the Principles of Self- Regulated Learning......Page 14 2 - Developing Time Planning and Management Sldls......Page 34 3 - Developing Text Comprehension and Summarization SKills......Page 56 4 - Developing Classroom Note-Taking Skills......Page 78 5 - Developing Test Anticipation and Preparation Skills......Page 102 6 - Developing Writing skills......Page 116 Final Issues: Introducing Self-Regulated Learning Into the Classroom......Page 138 Glossary......Page 148 References......Page 152 About the Authors......Page 155 Every teacher would like to have a classroom full of smart learners. This accessible guide for middle school and high school teachers will show the reader how, through self-regulatory training and development, the classroom can be converted into a learning academy full of motivated, empowered students. Teachers will learn to help students develop five essential study skills as part of their regular classroom assignments: time planning and management, text comprehension and summarisation, classroom note-taking, test anticipation and preparation, and writing. Five-week curricula models are presented for each skill area. Grade Level: 5, 6, 7, 8, 9, 10, 11, 12, E, I, S, T. Goal 1: Understanding The Principles Of Self-regulated Learning -- Goal 2: Developing Time Planning And Management Skills -- Goal 3: Developing Text Comprehension And Summarization Skills -- Goal 4: Developing Classroom Note-taking Skills -- Goal 5: Developing Test Anticipation And Preparation Skills -- Goal 6: Developing Writing Skills -- Final Issues: Introducing Self-regulated Learning Into The Classroom. Barry J. Zimmerman, Sebastian Bonner, And Robert Kovach. Includes Bibliographical References (p. 143-146). We believe that all students have the power to become "smart learners" if they use self-regulatory processes to study more effectively. Each of us came to this conclusion from compelling personal experience as learners, teachers, and researchers. ... We decided to write this guide to share our collective insights because each of us has profited personally from the use of these processes and has seen their power with students. The impact of these processes extended beyond students' academic achievement