Developing Self Regulating Learners 1st edition by Deborah Butler, Leyton Schnellert, Nancy Perry – Ebook PDF Instant Download/Delivery: 0133906906, 978-0133906905
Full download Developing Self Regulating Learners 1st edition after payment
Product details:
ISBN 10: 0133906906
ISBN 13: 978-0133906905
Author: Deborah Butler, Leyton Schnellert, Nancy Perry
For special education, classroom practice and educational psychology courses in Teacher Education programs.
Developing Self-regulating Learners is the2017 recipient of the Exceptionality Education International Book of the Year
Award for excellence in publishing in the area of special education.
This text is essential for anyone in the K12 system onwards, with a special emphasis on early learners in Kindergarten classrooms. It was written as a resource for any educator interested in learning more about self-regulated learning (SRL) and how to support the development of self-regulating learners. It is also an ideal text for Teacher Education and graduate-level courses in educational psychology, special education, and classroom practice.
Developing Self Regulating Learners 1st Table of contents:
Part 1 Portraits of Self-Regulated Learning
Chapter 1 What is Self-Regulated Learning?
Introduction
Learning Intentions
What do you Know about Self-Regulated Learning?
A Classic Definition of Self-Regulation
Developing Self-Regulating Learners
Self-Regulation Across the Lifespan
Imagining Self-Regulated Learning (SRL) in Schools
Dimensions of Self-Regulation
Cognition and Metacognition
Motivation and Emotion
Strategic Action
Models of Self-Regulation: An Integrative Framework
What Individuals Bring to Contexts
Environmental Influences
Pulling it All Together
Seeing Dimensions of Self-Regulation in Day-to-Day Activities
Is Self-Regulation the Same Thing as Working Alone?
Responding to Socially and Culturally Defined Expectations
Knowing how to Work with Others
Social Influences on Engagement
Summary: Self-Regulation is Social
Fostering SRL: Checking in
Recommended Resources
Chapter 2 Why is Supporting Self-Regulated Learning Important?
Introduction
Learning Intentions
Anchoring our Discussion
Self-Regulation Predicts Success Across the Lifespan
Predicting Success
When Are Self-Regulation and SRL Important?
What do People Self-Regulate?
Self-Regulating in Context
Self-Regulation in Successful Engagement
Imagining how to Foster Effective Forms of Self-Regulation
Fostering Self-Regulation and SRL: Checking in
Recommended Resources
Chapter 3 How is Self-Regulated Learning Related to Social-Emotional Learning and Executive Functioning?
Introduction
Learning Intentions
Anchoring our Discussion
Self-Regulation and Social-Emotional Learning
What is Social-Emotional Learning?
Why Focus on SEL?
How can Educators Support SEL?
Connecting Social-Emotional Learning and Self-Regulated Learning
Imagining SEL Competencies at Work in Self-Regulated Learning
Self-Regulated Learning and SEL: Closing Reflections
Self-Regulation, SRL, and Executive Functioning
What is Executive Functioning?
Imagining Executive Functioning in Classrooms
Why is Executive Functioning Important?
Connecting Executive Functioning to SRL
What can we Learn from Research on Executive Functioning?
How can Educators Support Executive Functioning?
From Executive Functioning to SRL
Self-Regulated Learning and Executive Functioning: Closing Reflections
Fostering SRL: Checking in
Recommended Resources
Chapter 4 What Goals Should we Focus on to Foster Self-Regulated Learning?
Introduction
Learning Intentions
What are our Goals for Students?
SRL and 21st-Century Learning
What is 21st-Century Learning?
Why is 21st-Century Learning Important?
Connecting SRL and 21st-Century Learning
SRL and Self-Determination
What is Self-Determination?
Why is Self-Determination Important?
Connecting SRL and Self-Determination
What are our Bigger Picture Goals for Students? Closing Reflections
Goals in Fostering Self-Regulated Learning
Scanning for Self-Regulated Learning
Self-Regulated Learning in Mrs. Klein’s Classroom
SRL in Mrs. Klein’s Classroom: Our Observations
Scanning for SRL: Elise
Scanning for SRL: Paolo
From Scanning for SRL to Setting Goals
Patterns of SRL in Classrooms
Patterns of SRL: Extended Example
From Scanning for SRL to Setting Goals: A Final Example
Goals in Fostering SRL: Final Reflections
Recommended Resources
Part 2 Developing Self-Regulating Learners
Chapter 5 Creating Safe and Supportive Learning Environments
Introduction
Learning Intentions
Anchoring our Discussion
Key Qualities of Safe and Supportive Learning Environments
Fostering a Community of Learners
Creating Positive, Non-Threatening Spaces for Learning
Motivational Messages in Classrooms
Can we Give Students Work that is Challenging?
What about Assessment?
How Do Positive, Non-Threatening Learning Environments Support SRL?
Establishing Participation Structures that Enable Active Learning and SRL
Why do Participation Structures Enable Active Learning and SRL?
Three General Recommendations
Establishing Classroom Routines
Creating Norms and Routines in Ways that Include Diverse Learners
Explicitly Discussing and/or Co-Creating Norms and Routines
Being Alert to Students’ Experiences of Different Norms and Routines
Creating Inclusive Norms and Routines
Co-Constructing Roles and Responsibilities
Creating Safe and Supportive Learning Environments: Extended Example
Building Safe and Supportive Environments: Final Reflections
Recommended Resources
Chapter 6 Guidelines for Designing SRL-Promoting Practices
Introduction
Learning Intentions
Guidelines for Fostering Self-Regulated Learning
Creating Opportunities for Self-Regulated Learning
Designing Activities and Tasks that Require Active Learning and SRL
Creating Opportunities for Students to Experience and Control Challenges
Ensuring Students have Opportunities to Engage in Full Cycles of Strategic Action
Sustaining Attention to Process Goals over Time
Fostering Autonomy
Providing Opportunities for Choice and Decision-Making
Encouraging Students to Take Ownership over Learning and Performance
Bridging from Guiding Learning to Fostering Independence
Engaging Students in Shaping Classroom Practices
Weaving Supports for Self-Regulated Learning into Activities
Identifying and Promoting SRL as a Means to an End
Integrating Supports for SRL Processes into the Curriculum
Focusing Instruction Explicitly on Thinking and Learning Processes
Assisting Students to Learn how to Make Good Choices and Decisions
Weaving Supports for SRL into Activities: Closing Reflection
Supporting Learners’ Construction and Flexible Use of Knowledge, Skills, Strategies, Values, and Beliefs
Supporting Students to Construct Knowledge, Skills, Strategies, Values, and Beliefs
Supporting Students to Engage in Adaptive, Flexible Forms of Thinking
Guidelines for Developing SRL: Next Steps
Recommended Resources
Chapter 7 Designing Activities to Foster Self-Regulated Learning
Introduction
Learning Intentions
Anchoring our Discussion
A Focus on Activities
Defining Activities and Tasks
Why Focus on Activities?
Creating Opportunities for Active Learning and SRL
Building Opportunities for SRL into Activities
Activities that are Complex by Design
Designing Activities: Cautions and Considerations
Three Cautions when Designing SRL Promoting Activities
An Important Consideration: What are Students Learning?
Designing Activities to Foster SRL: Pulling it All Together
Recommended Resources
Chapter 8 Providing Supports for Self-Regulated Learning
Introduction
Learning Intentions
Anchoring our Discussion
Social Influences on Students’ Development of SRL
Classrooms as Social Spaces
Social Forms of Regulation
Teachers’ Roles in Social Forms of Regulation
Recruiting Peers to Support Each Other
Designing Supports for SRL: Key Ideas
Imagining Supports for Self-Regulation
Designing Supports for Self-Regulated Learning
Incorporating Supports for SRL Directly into Activities
Supporting All Steps in Strategic Action
Teachers’ and Peers’ Roles in Fostering Strategic Action
Supporting Students to Recognize Expectations
Supporting Students to Self-Assess and Revise their Work
Bridging from Guiding Learning to Fostering Independence
Building then Fading Supports across a Lesson Sequence
Guiding Students’ Learning
Gradually Releasing Responsibility to Students
Supporting Choice-Making
Supporting Thinking and Learning Processes
Strategic Questioning
Nurturing Students’ Construction of Knowledge and Adaptive Expertise
Engage Students in Talking about Learning
Nurturing Adaptive Expertise
Building Supports for SRL into Activities: Next Steps
Recommended Resources
Chapter 9 Designing Assessment and Feedback to Nurture Self-Regulated Learning
Introduction
Learning Intentions
Anchoring our Discussion
Assessment for SRL
Purposes for Assessment
What about Grades?
Balancing Assessments for Reporting and Learning
The Great Grade Debate
Assessments for Learning
How can Teachers Build from Assessments for Learning to Inform their Practice?
How can Teachers Design Assessments for Learning to Inform Practice?
A Variety of Approaches
Strategic Questioning as an Assessment for Learning
Talking with Students about Learning
Activities that Create a Window into Students’ Thinking and Learning
Observations
More Formalized SRL Assessments for Individual Learners
Designing Assessments for Learning: Closing Reflections
Empowering Students through Assessment
How can Teachers Include Students in Assessment Processes?
Engaging Students in Talking about, Interpreting, or Co-Constructing Learning Goals
Interpreting Criteria and Rubrics
Co-Constructing Criteria
Involving Students in Self-Assessment
Ensuring Students have Opportunities to Build from Assessments to Refine their Learning
Feedback for SRL
What is Powerful Feedback?
How can Educators Provide Powerful Feedback?
Supporting Peers to Give High-Quality Feedback to One Another
Feedback for SRL: Summary of Key Qualities
Designing Assessment and Feedback: Next Steps
Recommended Resources
Part 3 Pulling it All Together: The Promise of Supporting Self-Regulated Learning
Chapter 10 Meeting the Needs of Diverse Learners
Introduction
Learning Intentions
Anchoring our Discussion
The Promise of SRL: Building Inclusive Learning Communities
Celebrating the Differences Learners Bring to Classrooms
Supporting All Learners to Grow and Learn to their Full Potential
Assisting All Learners to Develop Personalized Strategies
Fostering SRL for Students with Learning Challenges
An Extended Case Example
Structuring Supports for Individuals within Inclusive Classrooms
Social Stories
Fostering SRL for Students with Learning Challenges: Closing Reflections
Fostering SRL in a Support Setting
How Denise Wove Supports for SRL into Her Classroom
Fostering SRL in a Support Setting: Closing Reflections
Accommodating Diversity in an Inclusive Classroom
How did Nicole and Leyton Weave Supports for SRL into an Inclusive Classroom?
Accommodating Diverse Learners in an Inclusive Classroom: Closing Reflections
Meeting the Needs of Diverse Learners: Next Steps
Recommended Resources
Chapter 11 Motivating and Engaging Learners
Introduction
Learning Intentions
Anchoring our Discussion
What is Motivation?
Motivation in Context
Beliefs, Values, and Expectations that Influence Motivation
Understanding Learning and how it Works for Themselves and Others
What Educators can Do: Nurturing Metacognition and Epistemological Beliefs
Developing Growth Mindsets
What Educators can Do: Nurturing Growth Mindsets
Fostering Growth Mindsets: Examples
Finding and Developing Interest
What Educators can Do: Finding and Developing Interest
Taking up Autonomous Forms of Motivation
What are Autonomous Forms of Motivation?
How do Rewards Fit In?
Building a Sense of Competence, Confidence, and Control over Learning
Supporting Choice-Making and Control over Challenge
Fostering Self-Efficacy
Fostering Learners’ Self-Efficacy: An Extended Example
Motivating and Engaging Learners: Next Steps
Recommended Resources
Chapter 12 Empowering 21st-Century Learning
Introduction
Learning Intentions
Anchoring our Discussion
What does Empowerment Look Like?
Empowering Learners
Agency and Empowerment
Self-Efficacy
Having a Voice
What Educators can Do: Empowering Learners
Self-Determination Theory
Self-Determination Theory as a Theory of Motivation
Nurturing Autonomous Motivation
Satisfying Students’ Basic Personal Needs
Self-Determination Theory and Empowering Students with Disabilities
Pulling it All Together: Empowering Learners
Empowering 21st-Century Learning
Empowering 21st-Century Learning: Extended Examples
A Classroom-Level Example: The Animal Adaptations Inquiry Project
A School-Level Example: Creating a New Learning Environment for Grade 8 Students
Empowering 21st-Century Learning: Reflections
Empowering 21st-Century Learning: Next Steps
Recommended Resources
Epilogue Working Collaboratively to Foster the Development of Self-Regulating Learners
What’s Next?
Engaging in Professional Learning and Inquiry
Fostering SRL in Classrooms
Concluding Comments
Recommended Resources
Developing Self-Regulating Learners List of Definitions
Index
People also search for Developing Self Regulating Learners 1st:
what is self regulation in learning
how to develop self-regulation
developing self regulation skills
developing self-regulation skills the important role of homework
developing self-regulation in early childhood
Tags: Deborah Butler, Leyton Schnellert, Nancy Perry, Developing Self, Regulating Learners