Developmental Students Don't Know That They Don't Know Part II: Bridging the Gap

Abstract

In the first part of this two-part article (Young & Ley, 2000), we described developmental student self-regulatory deficiencies and how self-regulatory skills foster cognitive and metacognitive skills. In this second part we suggest four compensatory self-regulation teaching guidelines for developmental teaching and compensate for the self-regulation gaps identified in the first part of this article and associated with lower achievement and developmental status. For each guideline we suggest specific teaching activity to support self-regulation.

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Notes on contributors

Dawn B. Young

Dawn B. Young, Department of Behavioral Sciences, Bossier Parish Community College; Kathryn Ley, Department of Instructional Technology, University of Houston at Clear Lake. Correspondence concerning this article should he addressed to: Dawn B. Young, Ed.D., Bossier Parish Community College, 2719 Airline Drive, Bossier City, LA 71111, 318-746-9851 times 209, [email protected].

Kathryn Ley

Dawn B. Young, Department of Behavioral Sciences, Bossier Parish Community College; Kathryn Ley, Department of Instructional Technology, University of Houston at Clear Lake. Correspondence concerning this article should he addressed to: Dawn B. Young, Ed.D., Bossier Parish Community College, 2719 Airline Drive, Bossier City, LA 71111, 318-746-9851 times 209, [email protected].