Cultivating Lifelong Learning through Self-Regulation

Self-regulated learners monitor and control cognition, emotions, behavior, and motivation to improve performance. Self-regulation determines how students guide goal-directed activities over time through iterative cycles of forethought, performance control, and self-reflection. Students who self-regulate can make plans, weigh alternatives, inhibit maladaptive thoughts, and control impulses.

Failures of self-regulation account for many societal problems, including addiction, obesity, unintentional injury, financial problems, homicide, and suicide. Self-regulation serves as a predictor of academic and occupational success.

In this course, you will learn about the relationship between cognition, metacognition, motivation, and self-regulatory skills processes. You will evaluate the role self-regulatory processes play in building self-efficacy and adaptive attributions for success and failure for students from historically marginalized and underserved groups. The course provides multiple opportunities for lesson analysis and redesigns to incorporate scaffolds that develop self-regulation, executive function, metacognition, and reflection. Finally, you will apply metacognitive and self-regulatory interventions to surface and remedy personal and institutional biases that disadvantage students.

Are you ready to cultivate lifelong learning in your classroom? Then, join a cohort of educators today!

This course has been divided into the following modules:

  1. Foundations of Learning and Cognition
  2. The Cycle of Self-Regulated Learning
  3. Motivation, Metacognition, and Self-Regulated Learning
  4. Course Wrap Up

ENROLL NOW!

 

DANIELSON TEACHER FRAMEWORK ALIGNMENT

1.b

Demonstrating Knowledge of Students

1.e

Designing Coherent Instruction

2.b

Establishing a Culture for Learning

3.c

Engaging Students in Learning