Every teacher would like to have a classroom full of "smart learners." This accessible guide for middle school and high school teachers will show the reader how, through self-regulatory training and development, the classroom can be converted into a learning academy full of motivated, empowered students. Teachers will learn how to help students develop five essential study skills as part of their regular classroom assignments: time planning and management, text comprehension and summarization, classroom note-taking, test anticipation and preparation, and writing. Five-week curricula models are presented for each skill area.
Table of Contents




Goal 1: Understanding the Principles of Self-Regulated Learning

Goal 2: Developing Time Planning and Management Skills

Goal 3: Developing Text Comprehension and Summarization Skills

Goal 4: Developing Classroom Note-Taking Skills

Goal 5: Developing Test Anticipation and Preparation Skills

Goal 6: Developing Writing Skills

Final Issues: Introducing Self-Regulated Learning Into the Classroom



About the Authors

Author Bios

Barry J . Zimmerman is a Distinguished Professor of Educational Psychology at the Graduate School and University Center of City University of New York and Head of the Learning, Development, and Instruction subarea. He is the President of Division 15 of the American Psychological Association and has received the Division 16 Senior Scientist Award for lifetime contributions in 1994. He has published more than 100 articles and chapters on learning and motivational processes of children and youth from a social cognitive perspective. He has authored or edited six books, including two on the topic of self-regulated learning and its development.

Sebastian Bonner is an advanced degree candidate in Educational Psychology at the Graduate School and University Center of the City University of New York. He is presently conducting research on how self-regulatory skills develop among elementary and intermediate school children. Mr. Bonner has taught courses at the high school and college levels in New York City. His first experience in teaching was gained in Taiwan, where he taught adult education courses and conducted corporate education seminars.

Robert Kovach has taught social studies for more than two decades at Paul D. Schreiber High School in Port Washington, NY, which was recognized by the Department of Education as among the most outstanding high schools in the United States. He has developed a variety of innovative procedures for assessing his students' self-regulated methods of learning, their understanding of the effectiveness of those methods, and their beliefs about themselves as learners. He has a master's degree in teaching from the University of Wisconsin at River Falls and is a PhD candidate at the Graduate School and University Center of the City University of New York.