Transforming Students into Self-Regulated Learners and Enhancing Their Academic Performance
09:00 - 15:30
November 29, 2019
Dusit Princess Hotel
Chiang Mai, Thailand
November 15, 2019
Other one -day workshops by the same speaker during this period:
November 28, 2019
November 30, 2019
Baht 12,500 per participant
Group of 3 or more
Baht 10,500 per participant
Register for 2 one-day workshops
Baht 21,000 per participant
Register for 3 one-day workshops
Baht 29,500 per participant
Teachers of the upper primary and the secondary levels
Participants will gain knowledge about how the mind and the learning process work. In addition, they will learn what self-regulated learning, its three phases and three dimensions, its benefits to students, some of the research documenting these benefits, many activities and assignments that engage students in practicing self-regulated learning, and how and why these activities and assignments work.
Explain what self-regulated learning (SRL) is, where it came from, and why it is important to teach
Implement selected SRL activities and assignments, thereby getting students to practice it
Explain how SRL enhances student learning, including some of the evidence from both educational and cognitive psychology behind this claim
Ensure higher student compliance with reading (video, podcast) assignments
That a variety of short and simple activities and assignments can teach students how to learn and help them take responsibility for their learning. Students do not mind these activities and assignments, nor do teachers because they require little or no grading.
What self-regulated learning (SRL) is, its phases and dimensions, its theoretical source, its benefits for students, and some of the studies that provide evidence for these benefits; questions that self-regulated learners ask themselves; some SRL activities and assignments for the beginning of a course; the problem of student reading (video, podcast) compliance, our role in creating that problem, and how to change our role to ensure higher reading compliance
Some SRL activities and assignments for readings (videos, podcasts) and live mini-lectures; some SRL meta-assignments for problem solving in mathematics, chemistry, and physics and for papers, projects, “fuzzy” problem solving, and experiential activities; some SRL activities and assignments before and after quizzes and exams
Some regular and occasional SRL assignments; some SRL activities and assignments for the end of a course; why many of these SRL activities and assignments work (cognitive psychology)
At least one course syllabus along with descriptions of major assignments in that course; several lesson plans;
Linda B. Nilson, Ph.D., is director emerita of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors (Jossey-Bass, 2016), now in its fourth edition. She also wrote The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Anker/Jossey-Bass, 2007), Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills (Stylus, 2013), and Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time (Stylus, 2015).
Her latest books are Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research with Ludwika A. Goodson (Wiley, 2018) and Creating Engaging Discussions: Strategies for "Avoiding Crickets" in Any Size Classroom and Online with Jennifer H. Herman (Stylus, 2018).
Dr. Nilson’s career as a full-time faculty development director spanned over 25 years. She has published many articles and book chapters and has given about 500 keynotes, webinars, and live workshops at conferences, colleges, and universities both nationally and internationally on dozens of topics related to college teaching and scholarly productivity. She has also taught graduate seminars on college teaching.