Transforming Students into Self-Regulated Learners and Enhancing Their Academic Performance 

09:00 - 15:30

November 29, 2019 

Dusit Princess Hotel

Chiang Mai, Thailand

Register by

November 15, 2019

Other one -day workshops by the same speaker during this period:


November 28, 2019

Designing Writing Assignments that Assess Higher Level Thinking Skills

November 30, 2019

Starting With The Ends: Outcomes-Based Course Design and Development

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

Target Audience

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.

Implementable Skills

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


Mindset Shift

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.


Session 1
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 


Session 2

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


Session 3

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)


To Bring 

At least one course syllabus along with descriptions of major assignments in that course; several lesson plans;

Course Leader

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.