A growing body of research offers guidance about how to designtasks and structure classroom interactions to support students’development of and engagement in self-regulated learning. Thisresearch indicates that students develop academically effectiveforms of self-regulated learning and a sense of efficacy forlearning when teachers involve them in complex, meaningful tasksthat extend over long periods of time. Further development occursif teaching incorporates these features: student control over theirlearning processes and products (choices), involvement inself-monitoring and self-evaluation, and opportunities to work incollaboration with peers and seek feedback from them. Mr. LeBlanc,in designing a unit on crustaceans, has planned complex, meaningfultasks for his students to do over a 3-week period to meet learninggoals in science. How might he incorporate the other 3 features forpromoting self-regulated learning?
