Self-regulation in the classroom
Subtitle: helping students learn how to learn
By: Richard M. Cash
Published: 2016
Language: eng
Number of pages: 168
ISBN-13: 9781631980329; 9781631980831; 9781631980848
Subjects: Teaching Methods & Materials; Self-culture; General; Learning; Classroom environment; Elementary; EDUCATION; Secondary
Description: "To succeed in school, students need more than subject area knowledge--they must learn how to learn. Self-regulation, an executive functioning skill, describes the ways that students focus attention on achieving success. Self-regulated learners find personal value in learning, develop effective study habits, welcome challenges, seek help, and use failure as a learning tool. This user-friendly guide makes the process of developing self-regulation as easy as ABC: Affect (how you feel), Behavior (what you do), and Cognition (how you think). Teaching students to balance these three elements builds motivation, resilience, and college and career readiness. Digital content includes customizable forms from the book"--
Notes: Includes bibliographical references and index.
Table of contents: title: Machine generated contents note: Self-Regulation for Learning: Not a New Idea; title: About This Book; title: How to Use This Book; title: ch. 1 Self-Regulated Learning for 21st Century Students; title: A Model of Self-Regulation for Learning; title: A Is for Affect; title: B Is for Behavior; title: C Is for Cognition; title: Balancing the Three Dimensions of SRL; title: Chapter Summary; title: ch. 2 The Process of Developing Self-Regulation for Learning; title: Research Says: It's a Process; title: The Key Stages of SRL; title: Putting the Stages into Practice: Biographical Sketches; title: Chapter Summary; title: ch. 3 Engaging Students in Learning; title: Factors Impacting SRL; title: Four Phases of Engaging in Learning (EiL); title: Stages and Phases Matrix for Developing SRL; title: Chapter Summary; title: ch. 4 Fostering Confidence to Engage in Learning (EiL); title: The Role of Emotion and Feelings; title: Igniting Students' Interests; title: Building Value into Learning; title: Helping Students Build Self-Belief and Self-Efficacy; title: A Supportive Learning Environment for Success.; title: Note continued: Chapter Summary; title: ch. 5 Developing Habits of Thinking; title: Structure of the Mind; title: Metacognition: Thinking About One's Thinking; title: Infra-Cognition: Grander Thinking Tools; title: Critical Reasoning; title: Prior Knowledge: Support for Success; title: Chapter Summary; title: ch. 6 Setting and Achieving Goals; title: Learning Orientation; title: The Hierarchy of Goals; title: Ideal Self Goal; title: ABC Goals; title: Learning/Performance Goals; title: Teaching the Goal-Setting Process; title: Giving Feedback; title: Chapter Summary; title: ch. 7 Maintaining Focus; title: Procrastination: What Stops Us from Starting?; title: Avoiding Distractions: Staying Focused; title: Time Management; title: Organization; title: Managing Stress; title: Owning Boredom: Taking Charge; title: Chapter Summary; title: ch. 8 Building Study Habits; title: Maintaining a Productive Learning Environment; title: Important Study Strategies; title: "Home Study" Not Homework; title: Research on Effective Studying; title: Ask for Help; title: Chapter Summary; title: ch. 9 Reflecting and Relaxing; title: Reflection on Learning.; title: Note continued: Kolb's Model of Reflection; title: Gibbs's Cycle of Reflection; title: Assessment as Reflective Practice; title: Encouraging Relaxation; title: Chapter Summary; title: ch. 10 Putting It All Together; title: A Classroom and School Plan; title: A Framework for Classroom Practice; title: Four Kinds of Learners; title: Assessing the Development of SRL; title: Parent/Guardian Support of SRL; title: Chapter Summary.