Free ebooks ==> www.Ebook777.com www.Ebook777.com Free ebooks ==> www.Ebook777.com www.Ebook777.com C R E AT I N G S E L F - R E G U L AT E D L E A R N E R S This page intentionally left blank Free ebooks ==> www.Ebook777.com CREATING SELF-REGULATED LEARNERS Strategies to Strengthen Students’ Self-Awareness and Learning Skills Linda B Nilson Foreword by Barry J Zimmerman STERLING, VIRGINIA www.Ebook777.com COPYRIGHT © 2013 BY STYLUS PUBLISHING, LLC Published by Stylus Publishing, LLC 22883 Quicksilver Drive Sterling, Virginia 20166-2102 All rights reserved No part of this book may be reprinted or reproduced in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, recording, and information storage and retrieval, without permission in writing from the publisher Library of Congress Cataloging-in-Publication Data Nilson, Linda Burzotta Creating self-regulated learners : strategies to strengthen students’ self-awareness and learning skills / Linda B Nilson p cm — Includes bibliographical references and index ISBN 978-1-57922-866-8 (cloth : alk paper) ISBN 978-1-57922-867-5 (pbk : alk paper) ISBN 978-1-57922-868-2 (library networkable e-edition) ISBN 978-1-57922-869-9 (consumer e-edition) Learning Self-control Study skills I Title LB1060.N55 2013 370.15’23—dc23 2013009090 13-digit ISBN: 978-1-57922-866-8 (cloth) 13-digit ISBN: 978-1-57922-867-5 (paperback) 13-digit ISBN: 978-1-57922-868-2 (library networkable e-edition) 13-digit ISBN: 978-1-57922-869-9 (consumer e-edition) Printed in the United States of America All first editions printed on acid-free paper that meets the American National Standards Institute Z39-48 Standard Bulk Purchases Quantity discounts are available for use in workshops and for staff development Call 1-800-232-0223 First Edition, 2013 10 To Greg, who frees my mind, heart, and time to write This page intentionally left blank CONTENTS QUICK REFERENCE TO SELF-REGULATED LEARNING ASSIGNMENTS AND ACTIVITIES DESCRIBED IN THIS BOOK ix FOREWORD Barry J Zimmerman xxi PREFACE xxv xxix ACKNOWLEDGMENTS WHAT IS SELF-REGULATED LEARNING AND HOW DOES IT ENHANCE LEARNING? FOSTERING SELF-REGULATED LEARNING FROM THE START 15 SELF-REGULATED READING, WATCHING, AND LISTENING 25 SELF-REGULATED LEARNING FROM LIVE LECTURES 37 SELF-REGULATED LEARNING FROM META-ASSIGNMENTS 46 SELF-REGULATED LEARNING FROM EXAMS AND QUIZZES 60 FREQUENT OR OCCASIONAL SELF-REGULATED LEARNING ACTIVITIES 73 FOSTERING SELF-REGULATED BEHAVIORS 78 CLOSING A COURSE WITH SELF-REGULATED LEARNING 86 10 TO GRADE OR NOT TO GRADE? OR TO GRADE ANOTHER WAY? 91 11 PLANNING TO INTEGRATE SELF-REGULATED LEARNING INTO COURSE DESIGN 107 12 MODELS OF INTEGRATED COURSES AND THEIR IMPACT ON STUDENTS 118 vii Free ebooks ==> www.Ebook777.com viii CONTENTS REFERENCES 127 ABOUT THE AUTHOR 143 INDEX 145 www.Ebook777.com 140 REFERENCES Venditti, P (2010, June 10) Re: End of semester sanity strategies? Message posted to the POD Network electronic mailing list, archived at https://listserv.nd.edu/ cgi-bin/wa?A2=ind1006&L=POD&T=0&F=&S=&P=67803 von Wittich, B (1972) The impact of the pass-fail system upon achievement of college students Journal of Higher Education, 43(6), 499–508 Retrieved April 2, 2010, from http://www.jstor.org/stable/1978896?seq=1 Vosti, K L., & Jacobs, C D (1999) Outcome measurement in postgraduate year one of graduates from a medical school with a pass/fail grading Academic Medicine, 74, 547–549 Wandersee, J (2002a) Using concept circle diagramming as a knowledge mapping tool In K Fisher, J Wandersee, & D Moody (Eds.), Mapping biology knowledge (pp 109–126) Dordrecht, The Netherlands: Springer Netherlands Wandersee, J (2002b) Using concept mapping as a knowledge mapping tool In K Fisher, J Wandersee, & D Moody (Eds.), Mapping biology knowledge (pp 127–142) Dordrecht, The Netherlands: Springer Netherlands Weimer, M (2002) Learner-centered teaching: Five key changes to practice San Francisco: Jossey-Bass Williamson, O M (2012) First-year student time management calculator Retrieved October 22, 2012, from http://utminers.utep.edu/omwilliamson/calculator1 htm Wilson, M (2008, November) “Well, little Johnny ” Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved January 18, 2012, from http://serc.carleton.edu/NAGTWorkshops/ metacognition/wilson.html Wilson, M., Wenk, L., & Mogk, D (2008, November) Reflective writing to construct meaning Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved January 16, 2012, from http://serc carleton.edu/NAGTWorkshops/metacognition/tactics/28928.html Wirth, K R (2008a, November) A metacurriculum on metacognition: Cultivating the development of lifelong learners Opening keynote address presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved January 16, 2012, from http://serc.carleton.edu/NAGTWorkshops/ metacognition/wirth.html Wirth, K R (2008b, November) Learning about thinking and thinking about learning: Metacognitive knowledge and skills for intentional learners Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved March 11, 2010, from http://serc.carleton.edu/NAGTWorkshops/ metacognition/workshop08/participants/wirth.html Wirth, K R (n.d.) Reading reflections—The role of metacognition in teaching geoscience: Topical resources Retrieved September 10, 2012, from http://serc carleton.edu/NAGTWorkshops/metacognition/activities/27560.html REFERENCES 141 Wirth, K R., Lea, P., O’Connell, S., Han, J., Gosselin, D., & Ottenhoff, J (2008, November) Finding meaning in the introductory science course Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved January 15, 2012, from http://serc.carleton.edu/NAGTWork shops/metacognition/group_tactics/28894.html Wirth, K R., & Perkins, D (2005, April) Knowledge surveys: The ultimate course design and assessment tool for faculty and students Paper presented at Proceedings of the Innovations in the Scholarship of Teaching and Learning Conference, Northfield, MN Retrieved February 7, 2012, from http://www.macalester.edu/ geology/wirth/WirthPerkinsKS.pdf Wirth, K R., & Perkins, D (2008a, November) Knowledge surveys Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved March 11, 2010, from http://serc.carleton.edu/NAGTWork shops/assess/knowledgesurvey/ Wirth, K R., & Perkins, D (2008b) Learning to learn Retrieved May 12, 2010, from http://www.macalester.edu/geology/wirth/learning.pdf Young, J R (2011, August 7) Professors cede grading power to outsiders—even computers Chronicle of Higher Education Retrieved August 8, 2011, from http:// chronicle.com/article/To-Justify-Every-A-Some/128528/ Yu, S., Wenk, L., & Ludwig, M (2008, November) Knowledge surveys Session presented at the National Association of Geoscience Teachers (NAGT) Workshops: The Role of Metacognition in Teaching Geoscience, Carleton College, Northfield, MN Retrieved January 16, 2012, from http://serc.carleton.edu/ NAGTWorkshops/metacognition/tactics/28927.html Zander, R S., & Zander, B (2000) The art of possibility: Transforming professional and personal life Cambridge, MA: Harvard University Business Press Zimmerman, B J (1998) Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models In D H Schunk & B J Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp 1–19) New York: Guilford Zimmerman, B J (2001) Theories of self-regulated learning and academic achievement: An overview and analysis In B J Zimmerman & D H Schunk, (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp 1–38) Mahwah, NJ: Lawrence Erlbaum Associates Zimmerman, B J (2002) Becoming a self-regulated learner: An overview Theory Into Practice, 41(2), 64–70 Zimmerman, B J., Moylan, A., Hudesman, J., White, N., & Flugman, B (2011) Enhancing self-reflection and mathematics achievement of at-risk students at an urban technical college Psychological Test and Assessment Modeling, 53(1), 141–160 Retrieved October 29, 2012, from http://p16277.typo3server.info/ fileadmin/download/ptam/1-2011_20110328/07_Zimmermann.pdf Zimmerman, B J., & Schunk, D H (2001) Self-regulated learning and academic achievement: Theoretical perspectives Mahwah, NJ: Lawrence Erlbaum Associates 142 REFERENCES Zimmerman, B J., & Schunk, D H (2003) Albert Bandura: The scholar and his contributions to educational psychology In B J Zimmerman & D H Schunk (Eds.), Educational psychology: A century of contributions (pp 431–457) Mahwah, NJ: Lawrence Erlbaum Associates Zubizarreta, J (2004) The learning portfolio: Reflective practice for improving student learning Bolton, MA: Anker Zubizarreta, J (2009) The learning portfolio: Reflective practice for improving student learning (2nd ed.) San Francisco: Jossey-Bass Zull, J E (2011) From brain to mind: Using neuroscience to guide change in education Sterling, VA: Stylus ABOUT THE AUTHOR Linda B Nilson is founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010), and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007) She also coedited Enhancing Learning With Laptops in the Classroom (Jossey-Bass, 2005) and volumes 25 through 28 of To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development (Anker, 2007, 2008; Jossey-Bass, 2009, 2010), the major publication of the Professional and Organizational Development (POD) Network in Higher Education In addition, Dr Nilson has published many articles and book chapters and has presented conference sessions and faculty workshops at colleges and universities nationally and internationally on dozens of topics related to course design, teaching effectiveness, assessment, scholarly productivity, and academic career matters Her most recent articles document the instability of faculty development careers and serious validity problems with student ratings Before coming to Clemson University, Dr Nilson directed teaching centers at Vanderbilt University and the University of California, Riverside, where she developed the “disciplinary cluster” approach to training teaching assistants out of a centralized unit She has also taught graduate seminars on college teaching She entered the area of educational/faculty development while she was on the sociology faculty at UCLA After distinguishing herself as an excellent instructor, her department selected her to establish and supervise its Teaching Assistant Training Program In sociology her research focused on occupations and work, social stratification, political sociology, and disaster behavior Dr Nilson has held leadership positions in the POD Network, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium She was a National Science Foundation Fellow at the University of Wisconsin, Madison, where she received her PhD and MS degrees in sociology She completed her undergraduate work in three years at the University of California, Berkeley, where she was elected to Phi Beta Kappa 143 This page intentionally left blank INDEX active knowledge sharing, 37–38, 93 active listening checks, 43–44 activities See also assignments; specific activities course closing stand-alone, 88–90 for exams and quizzes, 60–69 self-regulated reading, watching and listening as essential, 35–36 wrappers and, 13 Anderson and Krathwohl’s taxonomy, 23, 30, 42, 61, 62 Angelo, T A., 49 Araujo, Ives, 105 assignments See also activities; metaassignments; self-regulated learning assignments; written assignments course closing stand-alone, 88–90 frequent, regularly scheduled, 73–75 major and recurring, 115–16 wrappers and, 13 authentic “fuzzy” problems high-quality cases as, 48–51 meta-assignments, 48–51 overview, 48 PBL activities as, 48–51 solving, 95 Bandura, Albert, 7, 12 Barkley, E F., 68 behavior See also self-regulated behaviors, fostering learning and, 5–6 overview, weaknesses of students, 5–6 Bloom’s taxonomy, 23, 30, 39, 42, 52, 61, 62 book point-of-view, 29 textbook, 29 Brown, T., 52 Burns’ Five-Step Plan for Die-Hard Procrastinators, 85, 101 cases, high-quality, 48–51 CAT See classroom assessment technique character, City University of New York (CUNY), 65, 122, 124 classroom assessment technique (CAT), 27, 49 clicker questions (ConcepTests), 38 Cobern, W W., 87 Coggeshall, Michael, 22, 87–88, 94, 95 cognitive tasks, College Tech Prep Program, 124 concept circle diagrams, 35 ConcepTests (clicker questions), 38 concept mapping, 34–35 consultant learning, 97–98 content-focused writing at course closing, 87–88 overview, 21–22 Cooper, J., 40 Cooper, M M., 18, 87 course See also integrated course models content and integrated course design, 108–9 self-assessment of knowledge and skills of, 20–22, 87–88 course closing content-focused writing at, 87–88 of course opening, 86–88 145 146 INDEX earning A, 86–98 “Future Uses” paper, 88–90 integrated course design planning for, 116 knowledge surveys at, 88 letters to next cohort, 89–90 overview, 86, 90 reflective writing at, 87 with self-regulated learning, 86–90 skills grid, 89 stand-alone activities and assignments, 88–90 course design See also integrated course design recommendations, 107 course opening course closing of, 86–88 integrated course design planning for, 112–13 Cross, P K., 49 CUNY See City University of New York curriculum, parallel, 118 Davidson, Cathy, 97, 102 Davis, G R., 89 deferred gratification encouragement, 85 fostering self-regulated behaviors and, 78–82 instructor strategy for, 81–82 overview, 78–80 deliberate practice, 6–7 Dennison, R S., 19, 87 developmental mathematics, integrated course model, 121–22 developmental writing integrated course model for, 123–24 quizzes, 31, 65–67 diagrams concept circle, 35 Venn, 35 discussions discussion board, 74 on learning, 15–17 online, 74–75 on thinking, 15–17 documented problem solutions, 49 during-lecture activities clicker questions (ConcepTests), 38 overview, 38 pair and small-group activities, 39–40 Quick-thinks, 40–41 student questions by level, 39 electromechanical engineering technology, integrated course model, 123 Elliott, D., 13 emotions emotional self-regulation, 9–10 learning and, 5, 9–10 environment, Ericsson, K A., essay, point-of-view, 29 exams and quizzes See also quizzes; testing activities and assignments after, 64–69 activities and assignments to prepare for, 60–63 activities during, 63–64 biggest beneficiaries of, 72 corrections and reflections post, 64–67 integrated course design planning for, 114–15 knowledge surveys before, 63 overview, 60–61 post-graded-exam self-assessment, 69–71 self-regulated learning from, 60–72 written assignments related to, 104 experiential learning fieldwork, 52 internships, 53 meta-assignments, 51–54 overview, 51 service-learning, 51–52 simulations and role-plays, 53–54 Eyler, J., 52 INDEX fieldwork, 52 frequent, regularly scheduled assignments and activities journaling on learning, 75 knowledge surveys, 74 online discussions, 74–75 overview, 73 watching you model thinking, 73–74 “Future Uses” paper, 88–90, 95 “fuzzy” problems, 48–51, 95 genre content questions, 26, 28–30 overview, 28–29 geology, integrated course model, 118–21 Giles, D E., Jr., 52 goals setting, 17–18 specs grading of course, 101 grading See also rubrics grading; specs grading meta-assignments, 95–96 pair/group mock, 40 pass/fail, 96–99 post-graded-exam self-assessment, 69–71 reflective writing, 105–6 specs grading compared to traditional, 103–4 written assignments, 104–5 grading, self-regulated learning activities how much to count, 104–6 minimalist grading, 106 not grading, 91–93 overview, 91, 106 with rubrics, 93–96 with specs grading, 96–106 graphics individual/pair/group, 44 reading compared to, 33 representations, 33–34 syllabus, 32–33 147 gratification See also deferred gratification encouragement millennial generation and instant, 80 Griffiths, E., 21, 87–88, 94, 95 Grossman, R., group activities graphics, 44 lectures and small, 39–40 mock testing and grading, 40 high-quality cases, 48–51 homework, and integrated course design, 110 “How I Earned an A in This Course,” 17–18, 86–87, 101, 113, 116 impulsivity, 79 individual/pair/group graphic, 44 instructor strategy for encouraging deferred gratification, 81–82 for overcoming procrastination, 83–85 integrated course design course content and, 108–9 homework and, 110 overview, 14 problems for, 110–11 integrated course design, planning achieving full integration, 116–17 for assigned readings, videos and podcasts, 113–14 for course closing, 116 course opening, 112–13 for exams and major quizzes, 114–15 getting started, 110–16 for major and recurring assignments, 115–16 objections to, 108–10 outcomes and syllabus, 111–12 overview, 107–8 payoff, 117 integrated course models developmental mathematics, 121–22 developmental writing, 123–24 Free ebooks ==> www.Ebook777.com 148 INDEX electromechanical engineering technology, 123 geology, 118–21 introductory mathematics, 122–23 overview, 118 internships, 53 Isaacson, R M., 63–64 JiTT See Just-in-Time Teaching Johnston, S., 40 journaling, on learning, 75 Just-in-Time Teaching (JiTT), 12 Kalman, C S., 27, 96, 98 Karpicke, J D., 31 knowledge active knowledge sharing, 37–38, 93 about cognitive tasks, kinds of, 2–3 about learning, self-assessment of course, 20–22, 87–88 self-knowledge, strategic, 2–3 knowledge surveys, 74 at course closing, 88 overview, 22–24 preexam, 63 Kraft, K., 21, 87, 94 Krampe, R T., Kunkel, S W., 97–98 Landsberger, J., 19–20, 26 Leamnson, Robert, 15–16, 112–13 learners higher education and lifelong, self-regulated, 1–14 students as, 1–4 learning See also specific learning topics behavior and, 5–6 consultant, 97–98 emotions and, 5, 9–10 environment and, journaling on, 75 knowledge about, mastery, 97 motivations and, novice and expert, 7–8 readings and discussions on, 15–17 through visual representations, 32 “Learning (Your First Job)” (Leamnson), 15–16, 112–13 “Learning to Learn” (Wirth and Perkins), 16, 118, 120 lecture See also live lecture, selfregulated learning saving, 45 lecture, closing activities overview, 41 pair activities, 41–42 student-created visuals, 44–45 writing activities, 42–44, 87–88 LectureTools software, 38–39 “Letter to the Next Cohort,” 89–90, 116 lie log, 84 listening active listening checks, 43–44 self-regulated, 25–36 literature reviews, 103 live lecture, self-regulated learning closing activities, 41–45 during-lecture activities, 38–41 overview, 37 prelecture activity, active knowledge sharing, 37–38 Lovett, M C., 13, 43, 44 Loving, C C., 87 Ludwig, M., 63 mapping concept, 34–35 mind, 35 outcomes map, 32–33 readings, videos or podcasts, 33 mastery learning, 97 mathematics based problems as meta-assignments, 47–48 courses of Zimmerman, 121–23 www.Ebook777.com INDEX integrated course model for developmental, 121–22 integrated course model for introductory, 122–23 matrix, memory or knowledge, 44–45 Mazur, E., 38 MCAI See Metacognitive Activities Inventory McGuire, Saundra, 26 memory or knowledge matrix, 44–45 meta-assignments authentic “fuzzy” problems, 48–51 educational value of, 59 experiential learning, 51–54 grading, 95–96 mathematically based problems, 47–48 overview, 13, 46–47, 59 papers and projects, 54–56 self-regulated learning from, 13, 46–59 specs grading of, 95 student portfolios, 56–58 metacognition overview, self-regulation versus, 5–6 skills and self-assessment, 87 Metacognitive Activities Inventory (MCAI), 18–19, 87 Metacognitive Awareness Inventory, 19, 87 millennial generation, and instant gratification, 80 mind mapping, 35 minute papers, 27, 42–43 models, 118 See also integrated course models multiple choice test items, 42 New York City College of Technology (NYCCT), 121–24 note taking, 31 pairs, 39, 41 NYCCT See New York City College of Technology 149 O’Grady, P., 81, 82 online discussions, 74–75 Ottenhoff, John, 74 outcomes map, 32–33 Pacquette, L., 89 pair activities graphic, 44 lecture closing, 41–42 during lectures, 39–40 mock testing and grading, 40 multiple choice test items, 42 note-taking pairs, 39, 41 pair review, 41 papers “Future Uses,” 88–90, 95 meta-assignment, 54–56 minute, 27, 42–43 parallel curriculum, 118 pass/fail grading, 96–99 Pasupathi, Monisha, 108 Paulson, D R., 105 PBL activities See problem-based learning activities periodic free recall with pair and compare, 39–40 Perkins, Dexter, 16, 17, 22, 58, 109–10, 116 geology course of, 118–21 perspective assessment survey, 22 Pintrich, P R., 24, 109, 118 podcasts integrated course design planning for, 113–14 mapping, 33 point-of-view essay or book, 29 portfolios, student, 56–58 posttest analysis, 69–71 problem-based learning (PBL) activities, 48–51 problems documented problem solutions, 49 “fuzzy,” 48–51, 95 mathematically based, 47–48 procrastination, 78–79 150 INDEX procrastination, overcoming Burns’ Five-Step Plan for Die-Hard Procrastinators, 85, 101 heightening students’ self-awareness, 82–83 instructor strategy for, 83–85 overview, 78–79, 82 programs College Tech Prep Program, 124 incorporating self-regulated learning, 124–25 questions clicker, 38 genre content, 26, 28–30 lecture activity, 38–39 student-developed test, 61 student questions by level, 39 Quick-thinks, 40–41, 93 quizzes See also exams and quizzes; testing developmental writing, 31, 65–67 frequent, 31 major, 114–15 postquiz reflection and selfassessment, 64 reading See also self-regulated reading, watching and listening graphics compared to, 33 visuals compared to, 33 readings integrated course design planning for, 113–14 on learning, 15–17 mapping, 33 survey or preview of, 30 on thinking, 15–17 recall periodic free, 39–40 recall-and-review, 31 self-testing of, 30–32 Recall, Summarize, Question, Connect and Comment (RSQC2), 43–44 reflections postquiz or postexam corrections and, 64–67 postquiz self-assessment and, 64 reflective writing at course closing, 87 genre content questions compared to, 26 grading, 105–6 occasional, 75–77 overview, 20–21, 26–28 retrieval practice, 31 review literature, 103 pair, 41 recall-and-review, 31 sheets created by students, 62 revision sheets example, 65–67 overview, 65 Roediger, H L., III, 31 role-plays, 53–54 Rose, B., 52 RSQC2 See Recall, Summarize, Question, Connect and Comment rubrics grading grading self-regulated learning activities with, 93–96 overview, 93–94 specs grading and, 98–99 Samson, P., 38 Sandi-Urena, S., 18, 87 Schraw, G., 8, 19, 87 Schwartz, B., 12 scientific, technical/engineering and mathematical (STEM), 14 scientific articles, 29 scripted cooperation, 39 self-assessment of course knowledge and skills, 20–22, 87–88 immediate postquiz, 68–69 of metacognitive skills, 87 post-graded-exam, 69–71 INDEX postquiz reflection and, 64 in self-regulated learning, 11 of self-regulated learning skills, 18–20 self-awareness, of students, 82–83 self-control, self-discipline, 12 self-efficacy theory, 7, 12 self-knowledge, self-regulated behaviors, fostering encouraging deferred gratification, 78–82 overcoming procrastination, 82–85 overview, 78–79 setting stage for student success in, 79–80 beyond time management, 85 self-regulated learners, 1–14 self-regulated learning benefits of, 10–12 character in, course closing with, 86–90 from exams and quizzes, 60–72 fostering from start, 15–25 from meta-assignments, 13, 46–59 modeling of, 13 overview, 1–14 programs incorporating, 124–25 Schaw model of, self-assessment in, 11 self-discipline and, 12 self-efficacy and, 7, 12 skills and self-assessment, 18–20 Zimmerman model of, self-regulated learning, integration into course design See integrated course design self-regulated learning activities See also grading, self-regulated learning activities; self-regulated learning assignments; specific activities frequent or occasional, 73–77 self-regulated learning assignments See also self-regulated learning activities; specific assignments 151 frequent, regularly scheduled, 73–75 specs grading of, 99–102 self-regulated reading, watching and listening as essential activities, 35–36 overview, 25–36 self-regulation deliberate practice versus, 6–7 emotional, 9–10 metacognition versus, 5–6 self-control and, theoretical roots of, 7–9 self-testing, of recall, 30–32 service-learning, 51–52 Sharpe, K., 12 simulations, 53–54 skills grid, 89 self-assessment of course, 20–22, 87–88 self-assessment of metacognition, 87 self-assessment of self-regulated learning, 18–20 social cognition theory, specs, 96 specs grading broader uses of, 102–4 of course goals, 101 of literature reviews, 103 of meta-assignments, 95 overview, 96–97 pass/fail grading and, 96–99 past examples of, 97–99 rubrics grading and, 98–99 of self-regulated learning activities, 96–106 of self-regulated learning assignments, 99–102 traditional grading compared to, 103–4 of visuals, 101 Steel, P., 79 STEM See scientific, technical/engineering and mathematical strategic knowledge, 2–3 152 INDEX students behavior weaknesses of, 5–6 character of, heightening self-awareness in, 82–83 as learners, 1–4 learning responsibility of, 1–2 portfolios, 56–58 questions by level, 39 review sheets created by, 62 as self-regulated learners, setting stage for success of, 79–80 student-created visuals, 44–45 test questions developed by, 61 undergraduate, veterinary, 1–2 Study Cycle, 26–27 Study Guides and Strategies, 19–20 “Stump the Chump,” 73 surveys See also knowledge surveys perspective assessment, 22 of readings, 30 Suskie, L, 53, 62, 87 Svinicki, M D., 95 Tesch-Römer, C., testing See also exams and quizzes ConcepTests, 38 effect, 31 multiple choice test items, 42 pair/group mock, 40 posttest analysis, 69–71 self-testing of recall, 30–32 student-developed test questions, 61 textbook, 29 theory roots of self-regulation, 7–9 self-efficacy, 7, 12 social cognition, Think Aloud, 48, 74, 93 thinking Quick-thinks, 40–41, 93 readings and discussions on, 15–17 watching you model, 73–74 time management beyond, 85 mismanagement, 78 Total Recall Learning (TRL), 31 Venditti, P., 99–100, 102 Venn diagram, 35 veterinary students, 1–2 videos integrated course design planning for, 113–14 mapping, 33 visuals See also graphics memory or knowledge matrix, 44–45 reading compared to, 33 representations and learning, 32 specs grading of, 101 student-created, 44–45 study tools, 32–35 Was, C A., 63–64 Weimer, M., 69 Wenk, L., 63 Western Governors University (WGU), 98, 102 Wilson, M., 76 Wirth, Karl R., 16, 22, 28, 113–14, 116, 118 geology course of, 119–21 wrappers, 13 writing See also developmental writing; reflective writing activities for lecture closing, 42–44, 87–88 content-focused, 21–22, 87–88 written assignments exams related to, 104 grading, 104–5 Youngstown State University, College Tech Prep Program, 124 Yu, S., 63 Zander, B., 17 Zander, R S., 17 Zimmerman, B J., 8, 47, 63–65, 114, 116 mathematics courses of, 121–23 This page intentionally left blank Free ebooks ==> www.Ebook777.com Also available from Stylus The New Science of Learning http://stylus.styluspub.com/Books/BookDetail.aspx?productID=358552 How to Learn in Harmony With Your Brain Terry Doyle and Todd Zakrajsek Foreword by Jeannie H Loeb “This is a path-breaking book Faculty have been learning about how the mind works, and this book spreads the message to students, who need it just as much More sophisticated and empirically grounded than any study skills manual, this book addresses all the major research findings on how the human brain learns And it does so using language and examples that students—in fact, anyone with a mind—can easily understand and immediately apply to enhance their attention, depth of processing, retention, retrieval, and fartransfer abilities The range of learning-relevant topics is impressive: sleep, breaks, chronotypes, exercise, nutrition and hydration, prior knowledge, multisensory (even olfactory) learning, multitasking, pattern identification, mindsets, the malleability of the brain, and more In addition, the book is persuasive With students’ thinking in mind, it documents the costs of sleep and exercise deprivation and makes the fixed mindset look downright unattractive Plus, each chapter ends with excellent summaries and scholarly references The New Science of Learning deserves to be required reading for all college students—really, anyone interested in learning.” —Linda B Nilson, PhD, Director, Office of Teaching Effectiveness and Innovation, Clemson University Recent advances in brain science show that most students’ learning strategies are highly inefficient, ineffective, or just plain wrong While all learning requires effort, better learning does not require more effort, but rather effectively aligning how the brain naturally learns with the demands of your studies This book shows students what is involved in learning new material, how the human brain processes new information, and what it takes for that information to stick with them even after the test This is not another book about study skills and time management strategies, but instead an easy-to-read description of the research about how the human brain learns in a way that students can put into practice right away 22883 Quicksilver Drive Sterling, VA 20166-2102 Subscribe to our e-mail alerts: www.Styluspub.com www.Ebook777.com ... FOSTERING SELF- REGULATED LEARNING FROM THE START 15 SELF- REGULATED READING, WATCHING, AND LISTENING 25 SELF- REGULATED LEARNING FROM LIVE LECTURES 37 SELF- REGULATED LEARNING FROM META-ASSIGNMENTS 46 SELF- REGULATED. .. META-ASSIGNMENTS 46 SELF- REGULATED LEARNING FROM EXAMS AND QUIZZES 60 FREQUENT OR OCCASIONAL SELF- REGULATED LEARNING ACTIVITIES 73 FOSTERING SELF- REGULATED BEHAVIORS 78 CLOSING A COURSE WITH SELF- REGULATED. .. QUICK REFERENCE TO SELF- REGULATED LEARNING ASSIGNMENTS AND ACTIVITIES DESCRIBED IN THIS BOOK ix FOREWORD Barry J Zimmerman xxi PREFACE xxv xxix ACKNOWLEDGMENTS WHAT IS SELF- REGULATED LEARNING