student studying in library December 1

How to Integrate Self-Regulated Learning into Your Courses [Transcript]

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With so much material to teach, it seems luxurious or even indulgent to spend time thinking about thinking. However, there are distinct benefits of focusing some effort on developing self-regulated learning (SRL) practices among your students.

Incorporating aspects of self-regulated learning into your courses can improve your students’ exam performance, reading and listening comprehension, written and designed products, and problem-solving skills. Its name might suggest otherwise, but self-regulated learning—the skill set and practice of strategically planning, monitoring, controlling, and evaluating ones’ own learning—can be taught.

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student studying in library November 28

Enhancing Learning through Zest, Grit, and Sweat

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Early in my career, I focused most of my efforts on teaching content. That is, after all, what most of us are hired to do, right? With experience and greater understanding of how learning works, my attention shifted toward metacognition. I began investing lots of time and energy reading and identifying ways to help students grow as learners while they learned the content.


calendar November 25

Getting International (and American) Students to Submit Work on Time

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It is the beginning of the semester and faculty and students are excited about their classes. There is something about meeting your new students, a feeling you are transforming the lives of citizens. So, if the students are excited, why then, soon after the semester starts, do they start missing deadlines, asking for extensions, and, telling you that they are confused, which is why they did not follow the instructions provided on the syllabus? Although this problem applies to many students, this article focuses on international students, because they are becoming more prevalent in American university classrooms and pedagogical advice rarely takes into account their particular circumstances.

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study group in library September 19

Five Ways to Teach Students to Be Learning Centered, Too

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Have you ever wondered if your students are as concerned about their learning as you are? If you prioritize student learning, you may be the only person in your classroom with that goal. Learning-centered teachers seek to coauthor classroom experiences with their students, whereas students may seek only to be taught passively. How might you inspire your students to share accountability for their learning? These five considerations can help you teach your students to be learning centered, too.


young professionals August 17

A Memo to My Students
Re: College and the Real World

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To: My Students
From: Your Teacher
Re: College and the Real World

I just read about a senior engineering student who was presenting a design project in an upper-division business communications course. In the presentation, he talked about what he would do if he were a “real” engineer. His teacher asked him what it was about what he was doing that wasn’t “real” engineering. He’d designed the project. He was presenting it to a group of his peers. He answered, “It’s school—not real engineering.”



teaching face to face January 4

First Impressions: Activities for the First Day of Class

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The old expression that you never have a second chance to make a first impression is certainly true in the classroom. Early in my career, I tried several first-day-of-class strategies, ranging from briefly introducing the course and dismissing students early to spending the entire time reviewing policies and procedures, but I began to feel that I was missing an important opportunity. Students are never more attentive than they are on the first day of class, when they’re eager to determine what kind of professor they’re dealing with, and although it is tempting to delay the real work of teaching and learning until the class list has stabilized, it can be difficult to change even the subtle norms that are established during this initial class. Several years ago, I tried a new approach, and I’ve been using it with great success ever since.



Students working September 25, 2015

Getting Horses to Drink: Three Ways to Promote Student Ownership of Reading Assignments

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There’s no arguing with Ryan’s (2009) observation that “coming to class prepared and with some background knowledge transforms students from passive to active learners” (para. 3). But how to get our students to this state of “transformation readiness” is an age-old issue challenging most instructors throughout their careers. I’m sure the struggle also extends to my own students, who are aspiring or practicing language-teaching professionals juggling multiple personal, academic, and professional demands. Research shows that reasons for not completing reading assignments also include factors such as reading comprehension, low student self-confidence, and lack of interest in the topic (e.g., Lei, Bartlett, Gorney, & Herschbach, 2010).