Encouraging Self-Regulated Learning in the Classroom
Being explicit about how to use different learning strategies will help them develop a suite of tools they can draw from as they work through the course.
- Model examples of your own thought process, narrating as you explain how you solve problems (Zumbrunn et al., 2011).
- Provide ongoing support. Students in an unfamiliar discipline are unlikely to know which strategies to use, and they may lose interest or motivation if not coached and encouraged (Zimmerman 2002).
- Ultimately, migrate toward empowering students to become their own managers. In time they will develop the capacity to self-regulate (Zimmerman, 2002).
- Many students, particularly those who are the first in their families to attend college, are motivated to master skills that will help them in a career. Point out that self-regulated learning is essential for learning new skills or concepts in the workplace.
- Motivation and self-satisfaction improve when students have success with the use of effective learning techniques (Zimmerman, 2002; Zumbrunn et al., 2011).
- Encourage students to ask for help when they need it. Strive to create a two-way, open dialog.
Structuring Feedback to Support Self-Regulated Learning
Effective feedback will:
- Clarify what good performance is (goals, criteria, expected standards),
- Facilitate the development of self-assessment and reflection in learning,
- Deliver high quality information to students about the progress of their learning,
- Encourage teacher and peer dialogue around learning,
- Encourage positive motivational beliefs and self-esteem,
- Provide opportunities to close the gap between current and desired performance.
Learn more about specific activities to foster self-regulated learning.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Metropolitan Educational Research Consortium (MERC).
See the complete list of all references used in this module.