Resources

Students’ capacity for self-regulation is central to the set of outcomes that compose college and career readiness: communicating and collaborating effectively, problem solving, setting goals and following through on them, and applying knowledge in deep and rigorous ways.

In Self-Regulation in Learning, Alison L. Bailey and WestEd’s Margaret Heritage illustrate how to help students become more self-regulated learners — that is, able to monitor and take charge of their own learning when working independently and with their peers in groups. Language provides the foundation for the development of self-regulatory skills, enabling students to express themselves and negotiate interactions with others; the demands of these self-regulatory processes in turn can support the development of rich vocabulary and social language skills. The authors also emphasize the role of formative assessment as a means of supporting students in engaging in language-rich, self-regulated learning.

The book describes how classrooms can be intentionally designed to support ambitious learning. Detailed vignettes from real-life classrooms illustrate the teacher’s role in helping students gradually master the processes of self-regulation, socially shared regulation, and co‑regulation. Each chapter also includes strategies for addressing the needs of English learners in the general education classroom.