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ERIC Number: ED479905
Record Type: Non-Journal
Publication Date: 2003
Pages: 24
Abstractor: N/A
Reference Count: N/A
The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation.
Paris, Scott G.; Winograd, Peter
This paper asserts that successful teachers must be reflective and analytical about their own beliefs and practices and acquire deep understanding of cognitive and motivational principles of learning and teaching. It examines how teachers can model and promote self-regulated learning for students. Self-regulated learning is characterized by awareness of thinking, use of strategies, and situated motivation. Teachers must experience, construct, and discuss these features in order to understand how to nurture the same development among students. This paper reviews 12 principles of self-regulated learning in four categories. Within each category, it discusses how teachers can analyze their learning styles, evaluate their own understanding, and model cognitive monitoring. Within the category of self-management, the paper examines how teachers can promote mastery goal orientations, time and resource management, and use "failure" constructively. It discusses how to teach self-regulation using direct instruction, metacognitive discussions, modeling, and self-assessment of progress. These principles are described as ways to help students gain a sense of their personal educational histories and shape their identities as successful participants in a community of learners. The paper highlights a successful partnership between a university, a community, and teachers that enacted these principles of self-regulated learning in authentic contexts of teaching and learning, noting issues confronting teacher education programs in implementing more demanding and contextualized instructional practices. (Contains 41 references.) (SM)
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Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A