This chapter lays out the theoretical underpinning of self-regulated learning and the overlap between self-regulated learning and science and engineering practices. Examples of the cognitive processes of a self-regulated learner are explained as they attempt a learning task and travel through the cycle of forethought, performance, and self-reflection. Self-regulated learning cycles from both a naive and a skilled learner are explained. Examples of teacher support for each phase of self-regulated learning are described within the context of science and engineering practices.

This chapter focuses on teacher support for students evaluating and communicating information in science and engineering. In each chapter, the practice is dissected into distinct and clear learning tasks. These tasks are then examined within the context of a self-regulated learning cycle. A multistep coaching strategy is explained and points for instruction and assessment are given using the example of a design challenge for students in grades 3 through 5 to improve the school recycling program. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students.

The study of teacher lesson planning is a thriving area of research in education, and understanding the process and products of lesson planning is needed to plan effective teacher education. This chapter will focus on how self-regulated learning strategies can be embedded through the use of a familiar tool, the 5E lesson format. An example of a physics lesson focused on investigating the movement of a pendulum with embedded science and engineering practices and SRL processes is explained at the end of the chapter.

This chapter focuses on planning and carrying out investigations. In each chapter, the practice is dissected into distinct and clear learning tasks that serve as process goals for learning the practice. These tasks are then examined within the context of a self-regulated learning cycle and coaching strategies for instruction and assessment are emphasized. The instruction and assessment strategies are contextualized for students in grades 6–8 and focus on a design challenge to build a hole for a miniature golf course that involves a pendulum. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students and how teachers can support students learning how to plan and carry out investigations.

This chapter focuses on developing and using models. In each chapter, the practice is dissected into distinct and clear learning tasks that serve as process goals for learning the practice. These tasks are then examined within the context of a self-regulated learning cycle and coaching strategies for instruction and assessment are emphasized. The instruction and assessment strategies are contextualized for students in grades 9–12 and focus on developing and refining a model for electrolysis. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students and how teachers can support students learning how to develop and use models.

This chapter focuses on the practice of engaging in argument from evidence. In each chapter, the practice is dissected into distinct and clear learning tasks that can be used as process goals. These tasks are then examined within the context of a self-regulated learning cycle. A multistep coaching strategy explaining points for instruction and assessment is provided using the example of a design challenge for students in grades K through 2. The design challenge asks students to identify a problem to solve from a picture book and use the engineering design process to solve that problem. The tasks (process goals) are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students.

This chapter focuses on mathematics and computational thinking. In each chapter, the practice is dissected into distinct and clear learning tasks that serve as process goals for learning the practice. These tasks are then examined within the context of a self-regulated learning cycle and coaching strategies for instruction and assessment are emphasized. The instruction and assessment strategies are contextualized for students in grades 9–12 and focus on conducting an investigation on the factors influencing the period of a pendulum. The data practices for the investigation are infused with computational thinking. The tasks are reassembled into two case studies focused on the heating curve of water– one positive and one negative – to demonstrate how the learning tasks can be used by students and how teachers can support students learning how to plan and carry out investigations.