Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas

468 Pages·2018·6.08 MB·English

by  Maria K. DiBenedetto

Editor
Maria K. DiBenedetto
Connecting Self-
regulated Learning
and Performance with
Instruction Across High
School Content Areas
Connecting Self-regulated Learning
and Performance with Instruction Across High
School Content Areas
Maria K. DiBenedetto
Editor
Connecting Self-regulated
Learning and Performance
with Instruction Across High
School Content Areas
123
Editor
Maria K.DiBenedetto
BishopMcGuinness Catholic HighSchool
Kernersville, NC
USA
ISBN978-3-319-90926-4 ISBN978-3-319-90928-8 (eBook)
https://doi.org/10.1007/978-3-319-90928-8
LibraryofCongressControlNumber:2018940404
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Foreword
Considerable progress has been made in identifying key self-regulatory processes,
such as goal setting, strategy use, and self-monitoring, and in establishing the
effectiveness of these processes in enhancing diverse measures of learning and
motivation.Asaresultofthissuccess,teachers,coaches,andtechnologyinstructors
havesoughtexamplesofimplementationofself-regulatoryprinciplesinnaturalistic
instructional settings. This text offers a very creative way to introduce
self-regulatory theory and practices into classrooms. The editor, Maria K.
DiBenedetto,invitedanimpressivegroupofself-regulatoryscholarstoco-authora
chapter with carefully chosen high school teachers. The scholars could select their
preferredtheoreticalmodelofself-regulationtoguidetheirteachers’training.These
teachers formulated lesson plans that implemented self-regulatory processes and
principles in their curricular area, such as social studies, English language, STEM
subjects,foreign language,music, art,andphysicalexercise. Diversitywascreated
in each content area by selecting varying curricular subtopics. For example, social
studies involved world history, civics and economics, and U.S. history, whereas
STEM subjects involved life sciences, physics and chemistry, technology and
engineering, and mathematics. After the teachers carried out the lesson plans in
their classes, the scholars analyzed how the teachers used self-regulated learning
practices. Connecting Self-Regulated Learning and Performance with Instruction
Across High School Content Areas offers a unique approach for introducing
self-regulation research into classroom practice that is practical and highly valued
by both teachers and researchers. I strongly recommend it.
New York, USA Barry J. Zimmerman
The Graduate Center of the
City University of New York
v
Acknowledgements
I would like to give heartfelt thanks to each of the contributors to this book.
Iexpresssinceregratitudetothededicatedhighschoolteacherswhocarefullywrote
their lesson plans and narratives, a time-consuming task that added many extra
hourstotheirbusyday.Iamindebtedtotheircoauthors,thescholarswhoidentified
these teachers as outstanding in their disciplines, and who viewed their lessons
through a self-regulated learning research lens. I would like to thank the wise
Patrick Preudhomme for his recommendations in the book’s initial proposal and
Barry Zimmerman for his constant mentorship and thoughtful counsel. A warm
thankyoutoHéferBembenutty,HeatherBrookman,IreneDelgado,andmysisters
whoarealwaysprovidingmewithwordsofencouragement.IamgratefultoAlbert
Bandura whose social cognitive theory laid the foundation for self-regulated
learning theories and whose supporting commentary concludes the book. I am
especially thankful to Dale Schunk for his never-ending expert advice, patient
guidance, and shared wisdom throughout the entire process of this project, and to
my daughters for their ongoing friendship and love.
vii
Contents
Part I Introduction
1 Self-regulation in Secondary Classrooms: Theoretical and
Research Applications to Learning and Performance . . . . . . . . . . . 3
Maria K. DiBenedetto
PartII EnglishLanguageArts:ReadingandWriting(FourLessons)
2 ApplyingPrinciplesandConstructsofSelf-regulatedLearningto
Teaching in the English Language Arts . . . . . . . . . . . . . . . . . . . . . 27
Annemarie Sullivan Palincsar, Miranda Suzanne Fitzgerald
and Kristen Winter
3 Applying Self-regulated Learning to Writing Instruction in High
School Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Anne Katherine Griswold and Erika Ruckert
Part III Social Studies: World History, Civics, and Economics, U.S.
History (Three Lessons)
4 Self-regulated Learning in the Social Studies Classroom . . . . . . . . 89
Dale H. Schunk, Wayne Journell, Amber Alford, Jennifer Watson
and Michael Belter
Part IV STEM: Science (Biology, Chemistry, Physics), Technology
& Engineering, and Mathematics (Nine Lessons)
5 Applications of Cyclical Self-regulated Learning Principles to
Life Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Timothy J. Cleary, Erin Peters-Burton, Caroline Gergel
and Katherine Willet
ix
x Contents
6 Fostering Self-regulated Science Inquiry in Physical Sciences. . . . . 163
Jeffrey Alan Greene, Janice L. Anderson, Christina E. O’Malley
and Nikki G. Lobczowksi
7 Applying Self-regulated Learning to the Dynamic STEM
Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Teomara Rutherford, Dan Spencer, Roger Azevedo
and Adam W. Davidson
8 Self-regulated Learning and Mathematics Instruction of Algebra
I, Geometry, and Algebra II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Peggy P. Chen, Gail Swingler and Brock Burkett
Part V Foreign Language: Spanish (Two Lessons)
9 Studying and Learning a New Language . . . . . . . . . . . . . . . . . . . . 257
Marie C. White, Miriam R. Vélez and Marie Angelica Jean-Pierre
Part VI The Arts: Art and Music (Four Lessons)
10 The Art of Self-regulated Learning: Teaching the Visual Arts . . . . 287
Maria K. DiBenedetto and Martha A. Garrett
11 Developing Self-regulated Musicians. . . . . . . . . . . . . . . . . . . . . . . . 323
Peter Miksza, Gary E. McPherson, Amanda Herceg
and Kimberly Mieder
Part VII Health and Physical Education (Two Lessons)
12 Connecting Self-regulated Learning and Performance with High
School Instruction in Health and Physical Education . . . . . . . . . . . 351
Anastasia Kitsantas, Athanasios Kolovelonis, Georgios S. Gorozidis
and Evdoxia Kosmidou
Part VIII Students with Special Needs (Three Lessons)
13 Self-regulated Learning in Action . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Leslie Laud, Pooja Patel, Carol Ann Cavanaugh and Terri Lerman
Part IX The Flipped Classroom and Social Media to Teach Social
Studies (One Comprehensive Lesson)
14 Technology Uses in Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Daniel C. Moos and Christopher A. Stewart
Contents xi
Part X Homework and Alternate Learning Centers
(One Comprehensive Lesson)
15 The Triumph of Homework Completion: Instructional
Approaches Promoting Self-regulation of Learning and
Performance Among High School Learners . . . . . . . . . . . . . . . . . . 443
Héfer Bembenutty and Andre Hayes
Closing Commentary ... .... ..... .... .... .... .... .... ..... .... 471
Albert Bandura
Contributors
Amber Alford Walkertown High School, Walkertown, NC, USA
JaniceL.Anderson TheUniversityofNorthCarolinaatChapelHill,ChapelHill,
NC, USA
Roger Azevedo Department of Psychology, North Carolina State University,
Raleigh, NC, USA
AlbertBandura DepartmentofPsychology,EmeritusFaculty,AcademicCouncil
Stanford University, Stanford, CA, USA
Michael Belter Rockingham County High School, Reidsville, NC, USA
Héfer Bembenutty Queens College of the City University of New York,
New York City, USA
Brock Burkett Urban Assembly Maker Academy, New York City, NY, USA
Carol Ann Cavanaugh Hopkinton School District, Hopkinton, MA, USA
Peggy P. Chen Hunter College, The City University of New York, New York
City, USA
TimothyJ.Cleary Rutgers,TheStateUniversityofNewJersey,Piscataway,NJ,
USA
Adam W. Davidson Riverside High School, Durham, NC, USA
Maria K. DiBenedetto Bishop McGuinness Catholic High School, Kernersville,
NC, USA
Miranda Suzanne Fitzgerald School of Education, University of Michigan,
Ann Arbor, MI, USA
MarthaA.Garrett BishopMcGuinnessCatholicHighSchool,Kernersville,NC,
USA
Caroline Gergel Annandale High School, Annandale, VA, USA
xiii