Introduction to self-regulation

Past societies designed our current school systems to meet the needs of the industrial economy. This resulted in a one-size-fits-all model that focuses on preparing youth for industrial work. Textbooks contain the content or knowledge, and learners memorize the content and reproduce it when tested. In traditional schools, learners receive instructions on subjects and skillsets which educators teach during fixed time periods in the day. In most classes, educators structure learners' work for them. Educators direct learners in exactly what to do, and they monitor learners' compliance. In today's world, however, this model is no longer appropriate. Flexibility and adaptability are now essential skills for learning, work, and citizenship in the 21st century. We are in a time of great change.

The rapid pace of technological change has forced us to adapt quickly to new ways of communicating, learning, working, and living. We change jobs and careers more frequently, and, in many fields, entirely new kinds of work are rising from innovations. Today's youth must prepare for the reality of 21st century life and work. They must prepare to:

• Take responsibility for their lives and work 
• Engage fully with their communities 
• Continue to learn beyond school age 
• Work with minimal supervision 
• Design their own work products  
• Incorporate feedback to develop and improve  

Parents and educators face the ongoing challenge of offering young people the appropriate level of freedom to exercise self-direction and initiative. Educators must work with learners and guide and empower them to:

• Create opportunities to learn effectively 
• Take responsibility for their own learning 
• Develop initiative and self-direction skills 

Educators play a key role in ensuring that our learners develop self-regulation skills by designing appropriate learning tasks. Learners must have the opportunity to engage in learning activities that are meaningful to them and take place over an extended period of time. Educators must develop clear learning goals and success criteria so learners plan and monitor their own work. Learners foster self-regulation skills in groups when they decide how, when, and where they will complete the work. It’s equally important that learners:

• Receive feedback that’s supportive of their progress 
• Have the opportunity to improve their work based on the feedback 

By designing such learning activities, educators give learners agency over their actions and learning. In this way, educators help them become lifelong learners who will continue to learn and grow throughout their lives.