Self-regulated learning is a cyclical process of forethought, performance, and self-reflection that allows a learner to regulate their learning (1). While a number of cognitive processes, particularly metacognitive processes, are involved in self-regulated learning, a learner’s ability to assess and regulate their motivational and emotional state can heavily influence their self-regulation of their learning.
Recently, I have become interested in the impact of engaging in art on learning and wellbeing. This interest has sent me into a rabbit hole of fascinating research and has sparked new ideas for my own teaching practice…
Educators are well-trained professionals. Preparation programs and ongoing professional development ensure skills like instructional planning, assessment, data use, classroom management, technology integration, and culturally responsive teaching are firmly in place so that all learners have the opportunity to progress and succeed…
Today I want to share with you a framework that I use to talk to students about their exam performance. This framework can be applied to any situation in which a person is being assessed on the spot.
As AI and social media become, somehow, even more ubiquitous, I find myself having more and more conversations about critical thinking. The ability to think critically remains as relevant as ever, so here is re-post from 2019 examining what critical thinking is and whether it can be taught or improved.
One of my approaches to teaching (and to work in general) is to impose organization and structure for my students. It helps to decrease uncertainties, but it also makes tackling tasks more efficient and manageable…
