How a socially shared approach may rescue the teaching of learning regulation

ABSTRACT

Self-regulated learning (SRL) is a fundamental skill for school and life. Much is known about how to effectively teach and support it in a classroom, though teachers often retreat to more structured, external learning regulation. Experts have identified the important role of pedagogical knowledge and personal self-regulated learning in helping teachers persevere with SRL teaching attempts. Teacher training programs target these specifically with pre-, post-, and concurrent learning experiences, and the act of carrying out regular SRL-oriented conversations with students itself fosters these insights and wisdom. In this article, the authors explore the way a structured, socially shared protocol for learning regulation support (SSLR) can increase teacher adherence to – and learning from – SRL-supportive teaching practices. They present qualitative interview data gathered from 12 users of an SSLR intervention to characterize the in-service learning and growth that the use of this approach may enable.

KEYWORDS:

• Self-regulated learning
• teacher burnout
• executive function
• universal design
• special education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplemental data

Supplemental data for this article can be accessed online at https://doi.org/10.1080/13664530.2024.2318326

Additional information

Notes on contributors

Laurie C. Faith

Laurie C. Faith is an Assistant Professor, Teaching Stream. At OISE, she is Co-Chair of the Child Study and Education Program at the Jackman Institute for Child Study, where she teaches courses on executive function and adaptive and inclusive education. Her book, Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies, cowritten with Carol-Anne Bush, Peg Dawson, and Adele Diamond, is a bestseller.

Valerie Prowse

Valerie Prowse is a Psychometrist at a medical clinic in Toronto, Canada, where she administers cognitive and academic assessments to children, youth and adults with ADHD and Learning Disabilities.