Creating Self-Regulated Learners

by Linda B. Nilson

Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it.

Genres: Education, Teaching, Nonfiction

182 pages, Paperback

First published September 1, 2013

Reviews

[Liz · Rating 1 out of 5]

Many of the techniques described are useful, but I couldn't get over the relentless millennial-bashing the author used as a crutch every time to defend the relevance and importance of her work. The idea that self-regulation in education is only a problem for millennials because of their supposedly poor "learning preferences" is a load of garbage if you ask me. And using an unresearched opinion piece from The Chronicle as evidence that millennials are a "trophy generation" truly made me rage.

[Anastasia Zamkinos · Rating 2 out of 5]

As a high school teacher, I found the content unsurprising. There were a few strategies I'll use (most of which I had already heard of or even tried, though a few, like a visual syllabus, were new). I was frustrated by the at times both dry and judgemental tone with which Nilson offers her recommendations. (Odd to feel hints of deficit thinking in a book about self regulation and learning about learning?) Part research and part list. Would have preferred in a shorter article format-- and think I would have gotten just as much out of it.

[John · Rating 4 out of 5]

Heavily weighted to the sciences

[Amy Gonzalez · Rating 4 out of 5]

This is a serious book about what it means to teach students to become self-regulated learners. Linda Nilson provides lots of research to help teachers understand what self-regulation is and how it is the ultimate skill involved in learning. There are many references to scholarly articles and books throughout the book. If you want to explore what metacognition is and how to help students become life-long learners in a deep way, this book is an excellent start.

[Katie · Rating 4 out of 5]

I read the first 72 pages of this book with a faculty learning community in the Fall of 2017. I loved this initial chapters and found them very motivating with lots of ideas. Later chapters have some repetitive ideas, and took me longer to get through.

I would highly recommend this to readers who are faculty that would like students to better self regulate themselves. Several ideas in this book I’m adapting to my math classes this year!

[Kelly Massey · Rating 4 out of 5]

I thought the text started out well as a whole, but it became rather repetitive from other education texts I've read in the past. I'm not sure that it's brand new information, but it is represented well and provides plenty of examples of how to motivate students to learn for themselves instead of throwing information at them.

[Bob · Rating 3 out of 5]

Offers helpful ways to incorporate activities and assessments into a course to develop self-regulation skills.

[Maria · Rating 3 out of 5]

The strategies are fine, but quite the patronizing tone re: Millenials.

[Ann Perreau · Rating 4 out of 5]

This book was a nice review of ways to engage college students in a course in their learning, beyond just the discipline or content knowledge. I have been looking for alternate ways to evaluate participation and better balance my expectations for their work. This provided many helpful ideas for me to consider and also practical methods for implementing them without additional burden on myself or the students. I look forward to trying them out this fall!

[Jill · Rating 2 out of 5]

Heavily weighted towards STEM fields and somewhat too focused on highlighting students' deficits. I also found some of the definitions of "self-regulating behavior" to be narrow and limiting (the description in the preface of the author's own educational experience was telling). Since I work in the humanities, I found the reflective-writing exercises more interesting, but I'm not sure I learned things I didn't already know from this book.

[Daniel Ferguson · Rating 3 out of 5]

It has some cool ideas but it was pretty hard to get through. I eventually just skimmed the chapters looking for stuff that would be useful in my future classes.

[Dy-an · Rating 3 out of 5]

Yet another education book that could've been a journal article.

[Paul · Rating 4 out of 5]

Lots of good insights and ideas. Some stuff didn't seem applicable or realistic, but that could be discipline specific. The author takes a very pessimistic view of today's college student, but it might be realistic. That might be institution-specific. Would recommend.

[Johnny · Rating 4 out of 5]

Very motivating book. Provides a road map for procedures that will assist in developing pride in accomplishing learning as an individual. It would be very profitable if more people understood the benefits of this method.

[Lisa · Rating 4 out of 5]

Very practical examples that I plan to incorporate in my own classes. Didn't quite earn five stars as it becomes somewhat repetitive near the end.

[Rachel]

An interesting read but not what I was looking for to use in the Summer Reading Group. Will probably pick up again at a later date, but moving on to the next candidate for now.

[Craig · Rating 2 out of 5]

Good things to think about, but not a good write-up of those things...