Learning to Learn: Using Self-Regulation Strategies to Improve the Academic Habits of High School Students with Learning Disabilities
In this capstone paper, I explore the difficulties students with LD and ADHD have in utilizing metacognitive strategies while learning. To help in this area, I look specifically at self-regulation, a concept closely connected to Albert Bandura's social cognitive model, which posits that successful learning takes place at the intersect of personal beliefs and external supports. From here, I argue that our educational framework must move from being content-driven to student-driven, looking at four specific areas needing transformation. First, in learners and learning, I explore the specific deficits that students with LD and ADHD bring to the learning process, as well as how self-regulation can begin to compensate for these weaknesses. Next, in the learning environment, I look specifically at two case studies that demonstrate what a student-centered classroom should look like. Third, in curriculum and instruction, I summarize the key components of self-regulation instruction, including direct instruction, modeling, guided practice, feedback, and self-reflection. Fourth, in assessment, I argue for a more student-centered approach to tests, one that uses assessments as a learning tool to help students measure their growth and practice their academic habits. Finally, I discuss the experience of implementing self-regulation instruction in my own classroom. I end with a call to action for improved strategy instruction for all students.