Course Introduction

Course curriculum

    1. Getting Started

    2. Finding Your Way

    3. What to Expect

    4. Assessing Learning

    5. Extend & Contextualize

    6. Let's Go!

    1. Meet Your Instructor: Dr. Richard M. Cash

    2. Course Goals

    3. Course Flow

    4. Guiding Questions

    5. Tools

    6. Course Timings: Planning Your Time

    7. Your Learning Log

    8. Key Research References

    1. Introduction to Self-Regulation for Learning

      FREE PREVIEW

    2. Why learning about self-regulation is important for learning

    3. The Affect Dimension

    4. A deeper dive into the Affect Domaine

    5. The Behavioral Dimension

    6. A deeper dive into the Behavioral Domaine

    7. The Cognitive Dimension

    8. A deeper dive into the Cognitive Domaine

    9. The Four Stages of Self-Regulation

      FREE PREVIEW

    10. Learning Log: Reflect & Apply

    1. Compass Points Thinking Routine

    1. Module Overview: Strategies for SRL

    2. Finding and Celebrating Success

    3. Every Child as a Individual

    4. Space They Can Own

    5. Building a Classroom Community

    6. Grade Should Communicate Levels of Learning

    7. Routinely Reflect on Learning

    8. Learning Log: Reflect & Apply

    9. Discuss: Online Interaction

    1. An Overview of the Phases of Learning

    2. Take Action: The Phases of Learning

    3. Learning Log: Reflect & Apply

About this course

  • 67 lessons

Audience

Who is this course for?

  • Adults in International Schools

    All adults in schools who can further develop their tool kit of self-regulation and learning strategies to support students to regulate affect (feelings), behaviour (what you do) and cognition (how you think).

  • Teaching Faculty

    New and experienced PK-12 teaching faculty who have students that can benefit from improved organization and self-management strategies.

  • Teachers with Underachieving Students

    All teachers who have students who are underachieving or who are not yet reaching their full potential.

Learning Outcomes

What will you be able to do upon course completion?

  • Identify the main components and purpose of self-regulation for learning, along with the key traits of self-regulated learners.

  • Apply evidence-based age-appropriate strategies for self-regulated learning, tailored to a multilingual classroom for students to use in the four principal areas of confidence-building, planning, monitoring, and evaluation.

  • Demonstrate effective use of self-regulation and learning strategies in practice with your students, such as how to effectively help students engage in learning, build confidence, set and manage goals, and reflect on their learning.

  • Directly impact your practice to address the learning needs of all students, from those who need more support to the most advanced learners, and support your students in developing skills to be confident self-directed learners.

Impact on Learning

How will this course have a positive impact?

You will leave this course with an expanded toolkit of strategies to support your students to build confidence, plan, monitor, and evaluate specific aspects of their own learning. You will be able to help students develop their own toolkits to learn how to learn, to self-regulate to support their own learning for future wellbeing and success.
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Meet the Course Designer

Dr. Richard M. Cash

An award-winning author and educator with 25 years’ experience, Dr. Richard Cash is an internationally renowned education consultant whose work has taken him to over a dozen countries. With a doctorate in educational leadership, a master’s degree in curriculum and instruction and a bachelor’s degree in theatre, Richard has worked extensively with gifted children, for which he was recognised by the National Association for Gifted Children’s Early Leader Award in 2011. Also specialising in areas including education programming, curriculum design and programme administration, Richard has authored several children’s plays along with books including Differentiation for Gifted Learners: Going Beyond the Basics (2014), for which he won The Legacy Book® Award for Outstanding Educators Publication.

FAQs

What are you still wondering?

  • Is this a certified course?

    Yes. Certification is awarded by MiniPD, from Faria Education Group.

  • What do I need to do to gain my certificate?

    You will need to complete all modules, learning activities in practice, and checking for understanding final assessment.

  • What certificate will I receive?

    You will be awarded the Certificate of Completion in 'Self-Regulation in the Classroom: Helping Students Take Control of Their Learning'.

  • Can MiniPD courses count towards my continuing education requirements?

    MiniPD is partnering with Kent State University, a R1 university in the United States, to grant graduate credits for completing MiniPD courses. To receive graduate credits, the learner must complete a required number of MiniPD Core or MiniCourses, and submit the completed MiniPD Learning Logs for each course. Details of the credit application process can be found at https://www.kent.edu/ehhs/offices/pd/minipd-courses. Please check with your license issuing authorities for details on the number of credits needed for your license renewal.

  • How can I continue learning?

    You will be presented with suggested pathways to support continued learning. These will include carefully designed resources, MiniCourses, and personalized coaching conversations.

  • How can my school leverage the learning and amplify impact?

    We can support you to implement this course in your own school with suggested approaches for interleaved professional development days, professional learning communities, and ongoing job-embedded peer learning structures.

Connect With A Coach

Connect with coaches who have extensive experience in supporting students develop metacognition and self-regulation. They are here to support you!

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