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Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this “other-determined” manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments.
In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning—which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally. You’ll learn
The practical strategies, case studies, advice, and resources here will help you help your students to motivate themselves and become self-determined learners.
(ASCD book, 2020) 7" x 10", 160 pages
When students are engaged in appropriately challenging work that they find compelling and interesting, they learn more. In this teacher-friendly guide, author Mike Anderson helps teachers across all grade levels and content areas learn how to use choice effectively as a tool for differentiated learning, positive engagement, and powerful learning. This teacher-friendly guide offers a step-by-step process and many practical strategies for teachers to help students who are bored, frustrated, or underperforming come alive to learning through the fundamental power of choice.
Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.