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, to be able to monitor and take charge of their own learning when working independently and in groups.

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 learner students in the general education classroom.

Visit the Self-Regulation in Learning: The Role of Language and Formative Assessment resource page to learn more and purchase your copy.