The Common Core State Standards for English Language Arts created new challenges for teachers and pre-service instructors. Self-regulated learning, using one’s thoughts, feelings, and behaviors to reach goals, can help students become independent, self-directed learners. This book provides educators the support they need to apply the principles of self-regulated learning in their teaching for success with the Common Core. In this book, Marie C. White and Maria K. DiBenedetto present information on how to apply academic self-regulation by integrating two models: one which addresses how students develop self-regulatory competence, the other which focuses on the various processes within the three phases of self-regulated learning. In addition, Self-Regulation and the Common Core provides specific lesson plans for grades K-12, using the standards and the integrated framework to promote higher order thinking and problem-solving activities.
Table of Contents
Foreword. Preface. Part I: Linking the Common Core and Self-Regulation. Chapter 1: Spirals and Crosswalks. Chapter 2: Theory Based Instruction: Self-Regulation of Learning. Chapter 3: Self-Regulation in a Classroom Context. Part II: Elementary School. Chapter 4: The Road to Independence Begins With Strategic Help Seeking (Kindergarteners and First Graders). Chapter 5: Writing From Informational Text: Strategies for Goal Setting, Planning, & Self-Monitoring (Grades 2 and 3). Chapter 6: Building Academic Language: Inferring Meaning from Context and Morpheme Clues (Grades 4 and 5). Part III: Middle School. Chapter 7: The Self-Regulated Writer Reads Like a Writer (Grades 6, 7, and 8). Part IV: High School. Chapter 8: A Dimensional Crosswalk: From the Common Core to Self-Regulation. Chapter 9: A Strategic Approach to Research Projects (Grades 9 and 10). Chapter 10: Beginning a Research Paper: Synthesizing Resources (Grades 11 and 12).
Dr. Marie C. White is Associate Professor of Educational Psychology and Chair of Childhood and Adolescent Education at Nyack NYC. Dr. Maria K. DiBenedetto is a high school science teacher in North Carolina. Both authors have extensive experience in teacher education and are experts in self-regulated learning.