Reviews
Linda Nilson has done it again! Her newest book on self-regulated learning should be on every faculty membere(tm)s shelves, but more importantly, it should be in every studente(tm)s hands. It would not be an exaggeration to say that I owe, in part, my lucky selection as a Carnegie Foundation/CASE U.S. Professor of the Year to reading and applying many of the teaching and learning principles that she has formulated and refined for years and that she now outlines in Creating Self-Regulated Learners . The book is well researched, theoretical and analytical, but also full of detailed, practical tips and resources. The focus is not on producing a bunch of magicianse(tm) tricks to bolster study skills; rather, Nilson stresses the importance of rethinking and redesigning our teaching and our courses to help students learn how to learn, giving them self-directed, self-assessing habits that transform them into reflective, life-long learners. Nilsone(tm)s contributions to higher education are substantial, and this book is another gift to all of us who care about good teaching and helping students become autonomous, deep learners., Nilson's book offers teachers detailed guidance on how to achieve a major educational need of the 21st century: Helping students learn how to learn! Her strategies, activities and assignments make this really be a valuable book for faculty developers and faculty to have., eoeLinda Nilsone(tm)s book is a timely contribution to the faculty development literature. Its focus on empowering professors with instructional strategies that, in turn, empower students to become strategic learners is critical to promoting the success of the rising wave of first-generation college students, to meeting the current demand for workers who have e~learned how to learn,e(tm) and to realizing a long-standing goal of a college education: developing self-reliant, lifelong learners.", eoeThere are many attractive features of this book for students as well as their teachers. For example, Linda distinguishes self-regulation from related constructs such as metacognition, deliberate practice, and emotional control based on the latest research and theory. She defines self-regulation in temporal terms e" namely, processes and beliefs that precede, accompany, and follow efforts to learn, which in turn affect subsequent cycles of learning. Linda provides instructional suggestions for converting common reactive learning activities such as reading, watching, and listening into proactive activities through the temporal use of self-regulated learning processes. These self-regulatory methods of grading are designed to change studentse(tm) perceptions of their errors from signs of imperfection to errors as opportunities to enhance learning. Clearly the literature on self-regulation of learning has made important strides in recent years, and Linda Nilson is an especially able guide--providing her readers many compelling examples of how it can be fostered instructionally.e, A clear introduction to self-regulated learning and metacognition, followed by a thorough compendium of techniques that faculty can use to help their students better understand and foster their own deep learning. Highly recommended., eoeLinda Nilson has provided a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught even a few of the strategies presented. However, relatively few students will implement new strategies if they are not required to do so by instructors. Nilson shows how to seamlessly introduce learning strategies into classes, thereby maximizing the possibility that students will become self-regulated learners who take responsibility for their own learning.", Linda Nilson's book is a timely contribution to the faculty development literature. Its focus on empowering professors with instructional strategies that, in turn, empower students to become strategic learners is critical to promoting the success of the rising wave of first-generation college students, to meeting the current demand for workers who have 'learned how to learn,' and to realizing a long-standing goal of a college education: developing self-reliant, lifelong learners., Linda Nilson has provided a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught even a few of the strategies presented. However, relatively few students will implement new strategies if they are not required to do so by instructors. Nilson shows how to seamlessly introduce learning strategies into classes, thereby maximizing the possibility that students will become self-regulated learners who take responsibility for their own learning., Linda Nilson has done it again! Her newest book on self-regulated learning should be on every faculty member's shelves, but more importantly, it should be in every student's hands. It would not be an exaggeration to say that I owe, in part, my lucky selection as a Carnegie Foundation/CASE U.S. Professor of the Year to reading and applying many of the teaching and learning principles that she has formulated and refined for years and that she now outlines in Creating Self-Regulated Learners . The book is well researched, theoretical and analytical, but also full of detailed, practical tips and resources. The focus is not on producing a bunch of magicians' tricks to bolster study skills; rather, Nilson stresses the importance of rethinking and redesigning our teaching and our courses to help students learn how to learn, giving them self-directed, self-assessing habits that transform them into reflective, life-long learners. Nilson's contributions to higher education are substantial, and this book is another gift to all of us who care about good teaching and helping students become autonomous, deep learners., There are many attractive features of this book for students as well as their teachers. For example, Linda distinguishes self-regulation from related constructs such as metacognition, deliberate practice, and emotional control based on the latest research and theory. She defines self-regulation in temporal terms namely, processes and beliefs that precede, accompany, and follow efforts to learn, which in turn affect subsequent cycles of learning. Linda provides instructional suggestions for converting common reactive learning activities such as reading, watching, and listening into proactive activities through the temporal use of self-regulated learning processes. These self-regulatory methods of grading are designed to change students' perceptions of their errors from signs of imperfection to errors as opportunities to enhance learning. Clearly the literature on self-regulation of learning has made important strides in recent years, and Linda Nilson is an especially able guide--providing her readers many compelling examples of how it can be fostered instructionally., 'There are many attractive features of this book for students as well as their teachers. For example, Linda distinguishes self-regulation from related constructs such as metacognition, deliberate practice, and emotional control based on the latest research and theory. She defines self-regulation in temporal terms ' namely, processes and beliefs that precede, accompany, and follow efforts to learn, which in turn affect subsequent cycles of learning. Linda provides instructional suggestions for converting common reactive learning activities such as reading, watching, and listening into proactive activities through the temporal use of self-regulated learning processes. These self-regulatory methods of grading are designed to change students' perceptions of their errors from signs of imperfection to errors as opportunities to enhance learning. Clearly the literature on self-regulation of learning has made important strides in recent years, and Linda Nilson is an especially able guide--providing her readers many compelling examples of how it can be fostered instructionally.', 'Linda Nilson has provided a veritable gold mine of effective learning strategies that are easy for faculty to teach and for students to learn. Most students can turn poor course performance into success if they are taught even a few of the strategies presented. However, relatively few students will implement new strategies if they are not required to do so by instructors. Nilson shows how to seamlessly introduce learning strategies into classes, thereby maximizing the possibility that students will become self-regulated learners who take responsibility for their own learning.", 'Linda Nilson's book is a timely contribution to the faculty development literature. Its focus on empowering professors with instructional strategies that, in turn, empower students to become strategic learners is critical to promoting the success of the rising wave of first-generation college students, to meeting the current demand for workers who have 'learned how to learn,' and to realizing a long-standing goal of a college education: developing self-reliant, lifelong learners.", There are many attractive features of this book for students as well as their teachers. For example, Linda distinguishes self-regulation from related constructs such as metacognition, deliberate practice, and emotional control based on the latest research and theory. She defines self-regulation in temporal terms - namely, processes and beliefs that precede, accompany, and follow efforts to learn, which in turn affect subsequent cycles of learning. Linda provides instructional suggestions for converting common reactive learning activities such as reading, watching, and listening into proactive activities through the temporal use of self-regulated learning processes. These self-regulatory methods of grading are designed to change students' perceptions of their errors from signs of imperfection to errors as opportunities to enhance learning. Clearly the literature on self-regulation of learning has made important strides in recent years, and Linda Nilson is an especially able guide--providing her readers many compelling examples of how it can be fostered instructionally.
