Introduction | 5
Level 4: Generalizing • Independently creates a plan (detailed set of actions) for short- and long-term aspirations, then monitors progress and effort, adjusts as needed, and reflects • Self-regulates in multiple settings related to various situations (such as longterm projects, personal goals, and career development) • Reflects on strengths, challenges, efforts, and outcomes related to selfregulation in specific situations • Identifies connections between self-regulation and other intrapersonal and interpersonal competencies
Source: © 2018 by Amy Gaumer Erickson and Patricia Noonan. Used with permission. Visit go.SolutionTree.com/SEL for a free reproducible version of this table.
W H AT T E A C H E R S S AY
“By the time we got to the end of the year, I didn’t have to say a word. Students knew. They planned it out. They wrote papers and monitored their progress. And every month those kids had higher and higher scores.” —Vickie, English language arts teacher
Why Teach Self-Regulation in Secondary Education? As Rick H. Hoyle and Amy L. Dent (2018) write: For over a century, leaders in education policy and practice have argued that a primary purpose of formal schooling is teaching students how to learn. This purpose is achieved when students can self-regulate their learning, which transforms the acquisition of knowledge and skills into an active, autonomous process. (p. 49)
This book is designed to support you in teaching middle and high school students the components of self-regulation as well as provide resources for authentic classroom practice with feedback tied to course activities that are already in place. Ongoing practice can be embedded into any course, any extracurricular activity, and any life experience. When all educators in a school facilitate practice in self-regulation, student responsibility becomes ingrained in the school culture. Students who apply self-regulation strategies perform better in school, as evidenced by both grade point average and standardized state assessments (Zimmerman & Kitsantas, 2014). In fact, Nancy Frey, John Hattie, and Douglas Fisher (2018), through the method of meta-analysis, find that metacognitive strategies “such as planning, monitoring, and regulating the learning process” (p. 14) produce a high effect size of 0.69 with regard to student achievement (Hattie & Zierer, 2018). As Marie C. White and Maria
