Self-regulated learning (SRL) is a social-cognitive model that conceptualizes effective learning as a cyclical process of evaluating cognitive and motivational processes during academic tasks.” (Ness and Middleton, 2011, p. 268). The three-phase cycle includes planning, performance, and self-evaluation. In SRL, learning is guided by metacognition, strategic action, and motivation to learn. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL emphasizes autonomy and control by the individual who monitors, directs, and regulates their actions toward goals of information acquisition, expanding knowledge, and self-improvement. Self-regulated learners are aware of their academic strengths and weaknesses, and have a collection of strategies they can apply to help with the day-to-day challenges of academic tasks.
Article Overview The article titled, A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom, by Bryan M. Ness and Michael J. Middleton (2011), discussed one model for implementing self-regulated learning strategies. The article highlighted the instructional procedures, contextual application, and measurement of outcomes through the use of a single case study. By determining the SRL needs of the special education student, the special education teacher developed a strategy that would assist the student with the planning and self-evaluation aspects of SRL in the classroom. The case study showed that through the use of appropriate SRL strategies the student was able to develop the proper skills required to improve overall classroom behavior, lesson engagement, and assignment completion. The study showed that, “Self-regulation interventions improve academic functioning by expanding the student’s repertoire of strategies, use of strategies, and academic self-efficacy.” (Ness and Middleton, 2011, p. 273).
Classroom Practices The use of intervention strategies that enhance learning and social outcomes of students with learning disabilities (LD) is proven to be beneficial. Self-regulated learning as a strategy is shown to be promising for improving academic performance for these students. There are multiple ways to use SRL in the classroom depending on individual student needs. Self-regulated learning strategies that can be used in the classroom include goal-setting, planning, self-motivation, attention control, flexible use of strategies, self-monitoring, help-seeking, and self-evaluation.
Goal-Setting
In the classroom, goals may be as simple as earning a good grade on an exam, or as detailed as gaining a broad understanding of a topic. Encouraging students to set short-term goals for their learning can be an effective way to help students track their progress.
Planning
Planning helps a student self-regulate their learning prior to engaging in learning tasks and occurs in three stages: setting a goal for a learning task, establishing strategies for achieving the goal, and determining how much time and resources will be needed to achieve the goal. Goal-setting and planning go hand-in-hand and help students establish well thought out goals and strategies to be successful.
Self-Motivation
Self-motivation occurs when a student independently uses one or more strategies to keep on-track toward a learning goal. It is important to the process of self-regulation because it requires students to assume control over their learning. By establishing their own learning goals and finding motivation from within to make progress toward those goals, students are more likely to persist through difficult learning tasks.
Attention Control Attention control requires students to clear their minds of distracting thoughts, as well as providing them with an environment that is conducive to learning. Removing stimuli that may cause distractions and providing students with frequent breaks can result in more focused time spent on-task.
Flexible Use of Strategies By introducing and modeling (model, model, model!) new strategies, as well as providing appropriate amounts of scaffolding, students can become independent strategy users.
Self-Monitoring
Self-monitoring can be utilized in the classroom through the use of checklists that aid students in tracking the number of times they worked on a particular learning task, the strategies they used, and the amount of time spent working.
Help-Seeking
Positive help-seeking behaviors can be promoted by providing students with on-going progress feedback that they can easily understand and by allowing students the opportunity to resubmit assignments after making appropriate changes.
Self-Evaluation
Self-evaluation enables students to evaluate their learning strategies and make adjustments. Self-evaluation can be promoted in the classroom by helping students monitor their learning goals and strategy use, and then making changes to those goals and strategies based upon learning outcomes. In summary, self-regulated learners are able to set short- and long-term goals for their learning, plan ahead to accomplish their goals, self-motivate themselves, and focus their attention on their goals and progress. They are also able to employ multiple learning strategies and adjust those strategies as needed, self-monitor their progress, seek help from others as needed, and self-evaluate their learning goals and progress based upon their learning outcomes.
References

Ness, B. M. & Middleton, M. J. (2011). A Framework for implementing individualized self-regulated learning strategies in the classroom. Intervention in School and Clinic, 2012 (47), 267-275.