Walking the Talk: Fostering Self-Regulated Learning in the Classroom

Describes how teachers can transform self-regulated learning theory and research into classroom practice. Defines the concept and discusses the costs of encouraging student dependency, the benefits of nurturing student self-regulation, and implementation recommendations. Teachers should model self-r...

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Veröffentlicht in:	Middle school journal 1994-11, Vol.26 (2), p.52-57
Hauptverfasser:	Ridley, D. Scott, McCombs, Barbara, Taylor, Kim
Format:	Artikel
Sprache:	eng
Schlagworte:	Classroom environment Definitions Educational activities Educational Benefits Guidelines High school students Intentional learning Intermediate Grades Learning Learning motivation Learning Strategies Lifelong Learning Middle Schools Problem Solving Self Evaluation (Individuals) Self Regulated Learning Student motivation Student Responsibility Teacher motivation Teacher Role Teachers Theory Practice Relationship
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Beschreibung
Zusammenfassung:	Describes how teachers can transform self-regulated learning theory and research into classroom practice. Defines the concept and discusses the costs of encouraging student dependency, the benefits of nurturing student self-regulation, and implementation recommendations. Teachers should model self-regulatory attitudes and behaviors, incorporate certain strategies into their teaching, share control of the learning process, and create a risk-taking climate. (17 references) (MLH)
ISSN:	0094-0771 2327-6223
DOI:	10.1080/00940771.1994.11494411