https://www.googleforeducommunity.com/t5/Discussions/Scaffolding-Self-Regulated-Learning-Strategies/m-p/285083#M204 <P><SPAN>Research in educational psychology highlights that novice undergraduates often rely heavily on passive rereading and </SPAN><A href="https://commons.und.edu/cgi/viewcontent.cgi?article=1135&amp;context=psych-stu" target="_blank"><SPAN>last-minute cramming </SPAN></A><SPAN>rather than evidence-based</SPAN> <SPAN>self-regulated learning strategies.&nbsp;</SPAN></P> <P><SPAN>How do you explicitly model metacognitive study techniques during short review sessions without overwhelming students who are, more often than not, simply looking for quick answers?</SPAN></P> Wed, 02 Sep 2026 14:44:31 GMT TracyAntonioli 2026-09-02T14:44:31Z https://www.googleforeducommunity.com/t5/Discussions/Scaffolding-Self-Regulated-Learning-Strategies/m-p/285083#M204 <P><SPAN>Research in educational psychology highlights that novice undergraduates often rely heavily on passive rereading and </SPAN><A href="https://commons.und.edu/cgi/viewcontent.cgi?article=1135&amp;context=psych-stu" target="_blank"><SPAN>last-minute cramming </SPAN></A><SPAN>rather than evidence-based</SPAN> <SPAN>self-regulated learning strategies.&nbsp;</SPAN></P> <P><SPAN>How do you explicitly model metacognitive study techniques during short review sessions without overwhelming students who are, more often than not, simply looking for quick answers?</SPAN></P> Wed, 02 Sep 2026 14:44:31 GMT https://www.googleforeducommunity.com/t5/Discussions/Scaffolding-Self-Regulated-Learning-Strategies/m-p/285083#M204 TracyAntonioli 2026-09-02T14:44:31Z