“Self-regulating” learners mobilize “metacognition” (e.g., awareness of strengths and challenges in relation to tasks), motivation/emotions (e.g., growth mindsets), and strategic action to proactively and adaptively learn in all kinds of contexts. Models of self-regulated learning provide powerful frameworks for educators to understand challenges/successes in students’ learning and engagement, and construct practices that foster students’ development as empowered, strategic learners. In today’s classrooms, promoting SRL supports 21st century learning and other educational innovations (e.g., inquiry learning, assessment for learning).
Participants in the MEd SRL concentration will engage in rich, inquiry-based processes through which they will continually have opportunities to co-construct knowledge related to learning and development, and to bridge theory, research and practice. Using an inquiry-based approach, educators will learn about the dimensions of self-regulation (e.g., cognitive, motivational, social-emotional, behavioural), and be prepared to create inclusive, SRL-promoting environments in the contexts where they are working.
