Nurturing Self-Regulated Learners: Teacher, Peer, and Parental Support of Strategy Instruction

Abstract

Current educational needs call for learners who are self-directed and able to engage in problem solving and higher order thinking. However, most students are not getting explicit and systematic instruction to promote development of learning strategies that can advance these goals. Educators need to cultivate strategy instruction techniques that facilitate students’ acquisition of learning strategies and consider how structured opportunities for teacher scaffolding, peer collaboration, and parental involvement can further this effort.

Key words:

• contexts of learning
• elementary education
• instruction
• learning strategies
• parent involvement
• peer-mediated learning
• self-regulated learning
• strategy instruction
• teacher education/certification