ABSTRACT
Teachers know how models can help their students learn how to write or design something new. Models can help instructors in the same way. So before they go on their own with incorporating self- regulated learning into their courses, the chapter studies some actual examples of how other instructors have done it. Few courses are more content-rich than those in the sciences. Yet Perkins, who teaches geology, has successfully woven an array of self-regulated learning activities through his courses during the past 15 years. He calls this a parallel curriculum that teaches students how to learn his content curriculum. Wirth also teaches geology and infuses his courses with self-regulated learning activities and assignments, many of which echo Perkins’s. The developmental math programs at other two-year colleges—LaGuardia Community College and Raymond Walters College within the University of Cincinnati—followed New York City College of Technology’s approach, incorporated similar student activities into their classes, and realized positive results.
