Psicologia Escolar e Educacional
versão impressa ISSN 1413-8557
BILIMORIA, Helena e ALMEIDA, Leandro S.. Self-regulated learning: theoretical foundations and organization of SABER program. Psicol. Esc. Educ. (Impr.) [online]. 2008, vol.12, n.1, pp. 13-22. ISSN 1413-8557. http://dx.doi.org/10.1590/S1413-85572008000100002.
This paper presents a self-regulated learning training program for adolescents. On basis of self-regulated, namely adaptable learning model, the twelve sessions program promote the analyses and goals definition, as well as planning and evaluation competencies on learning and problem solving tasks. Program activities include motivation, cognition and metacognition learning components. We also consider the constructivist approaches of learning in order to organize the training dynamic. First, we assume an individual execution of the activities, then we promote a group discussion concerning the strategies implemented and the results obtained. We describe the structure of the twelve sessions and the internal structure of each session, particularly their dynamic and procedures to maximize the students´ engagement and self-regulation development.
Palavras-chave : Learning strategies; Self regulated learning; Metacognition.