This is a 15-minute teacher guide on self-regulation - one of eight key Evidence-Based Learning (EBL) skills. This comprehensive, and evidence-based, guide to self-regulation can be used across multiple classrooms and potentially inform school-wide approaches to developing students’ self-regulation skills.
Content includes:
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An introduction to self-regulation in the context of learning and teaching.
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An explanation of what self-regulation is, defining it as the degree to which students can control aspects of their thinking, motivation, and behaviours during learning.
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A description of the characteristics of self-regulated learners, including their ability to set goals, use strategies, and manage distractions.
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An outline of the key components needed for self-regulation, including both cognitive skills (like lower and higher order thinking, self-assessment, and metacognition) and non-cognitive skills (like motivation, volition, and other attitudes and behaviours).
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Research-based information on the importance of self-regulation in learning, supported by quotes from the research.
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Placing self-regulation in the context of other thinking skills, showing where it fits in relation to Bloom’s Taxonomy and other 21st century skills.
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An appendix briefly introduces the concept of Socially-Shared Self-Regulation.
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