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| metacognitive strategies in the classroom: The Metacognitive Student Richard K Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, Edward P Darrah, 2021-03-26 Dive deep into the what and how of structured SELf-questioning--a powerful strategy you can use to support students academically, socially, and emotionally. This resource contains vital metacognitive strategies and skills that educators can immediately use in their classroom. Use this resource to help effective education thrive in your classroom: Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both. Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL). Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level. Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context. Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school. Contents: Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue |
| metacognitive strategies in the classroom: The Power of the Adolescent Brain Thomas Armstrong, 2016-07-12 Moody. Reckless. Impractical. Insecure. Distracted. These are all words commonly used to describe adolescents. But what if we recast these traits in a positive light? Teens possess insight, passion, idealism, sensitivity, and creativity in abundance--all qualities that can make a significant positive contribution to society. In this thought-provoking book, Thomas Armstrong looks at the power and promise of the teenage brain from an empathetic, strength-based perspective—and describes what middle and high school educators can do to make the most of their students' potential. Thoroughly grounded in current neuroscience research, the book explains what we know about how the adolescent brain works and proposes eight essential instructional elements that will help students develop the ability to think, make healthy choices, regulate their emotions, handle social conflict, consolidate their identities, and learn enough about the world to move into adulthood with dignity and grace. Armstrong provides practical strategies and real-life examples from schools that illustrate these eight key practices in action. In addition, you'll find a glossary of brain terms, a selection of brain-friendly lesson plans across the content areas, and a list of resources to support and extend the book's ideas and practices. There is a colossal mismatch between how the adolescent brain has evolved over the millennia and the passive, rote learning experiences that are all too common in today's test-obsessed educational climate. See the amazing difference—in school and beyond—when you use the insights from this book to help students tap into the power of their changing brains. |
| metacognitive strategies in the classroom: Teaching Students to Drive Their Brains Donna Wilson, Marcus Conyers, 2016-06-28 If the difference between a student's success and failure were something specific you could teach, wouldn't you? Metacognition is exactly that—a tool that helps students unlock their brain's amazing power and take control of their learning. Educational researchers and professional developers Donna Wilson and Marcus Conyers have been exploring and using the explicit teaching of metacognition for years, and in this book they share a practical way to teach preK-12 students how to drive their brains by promoting the following practices: * Adopt an optimistic outlook toward learning, * Set goals, * Focus their attention, * Monitor their progress, and * Engage in practices that enhance cognitive flexibility. Wilson and Conyers explain metacognition and how it equips students to meet today's rigorous education standards. They present a unique blend of useful metaphors, learning strategies, and instructional tips you can use to teach your students to be the boss of their brains. Sample lessons show these ideas in a variety of classroom settings, and sections on professional practice help you incorporate these tools (and share them with colleagues and parents) so that you are teaching for and with metacognition. Research suggests that metacognition is key to higher student achievement, but studies of classroom practice indicate that few students are taught to use metacognition and the supporting cognitive strategies that make learning easier. You can teach metacognition to your students, so why wouldn't you? This book shows you how. |
| metacognitive strategies in the classroom: Teaching Students to Drive Their Brains Donna Wilson, Marcus Conyers, 2016-06-28 Research suggests that metacognition is key to higher student achievement, but studies of classroom practice indicate that few students are taught to use metacognition and the supporting cognitive strategies that make learning easier. You can teach metacognition to your students, so why wouldn’t you? This book shows you how. Metacognition is a tool that helps students unlock their brain’s amazing power and take control of their learning. Educational researchers and professional developers Donna Wilson and Marcus Conyers have been exploring and using the explicit teaching of metacognition for years, and in this book they share a practical way to teach preK–12 students how to drive their brains by promoting the following practices: * Adopt an optimistic outlook toward learning, * Set goals, * Focus their attention, * Monitor their progress, and * Engage in practices that enhance cognitive flexibility. Wilson and Conyers explain metacognition and how it equips students to meet today’s rigorous education standards. They present a unique blend of useful metaphors, learning strategies, and instructional tips you can use to teach your students to be the boss of their brains. Sample lessons show these ideas in a variety of classroom settings, and sections on professional practice help you incorporate these tools (and share them with colleagues and parents) so that you are teaching for and with metacognition. |
| metacognitive strategies in the classroom: Self-talk for Teachers and Students Brenda H. Manning, Beverly D. Payne, 1996 This enlightening guide teaches teachers to use metacognition to change the ways they think and learn so they will become more reflective, autonomous, proactive, and positive. Many authentic teacher examples are sprinkled throughout the book, and the authors discuss the benefits of this process and the ways it will benefit the students. The sequence of chapters from teachers' personal use of metacognition to professional use of metacognition to classroom strategies show the connection between personal, professional, and classroom use. Unedited classroom examples provided by practicing teachers show the reliability and validity of these field-tested strategies. K-12 Classroom Teachers. A Longwood Professional Book. |
| metacognitive strategies in the classroom: Metacognition in the Primary Classroom Peter Tarrant, Deborah Holt, 2016-01-08 Current trends in education suggest that pupils should have more responsibility for their own learning, but how can they if they don’t understand the what, the why and the how? This practical guide explores the idea that a metacognitive approach enables pupils to develop skills for lifelong learning. If pupils can identify the what, the why, and the how of their learning, they can begin to formulate strategies for overcoming challenges and for continuous improvement. In this book, the authors truly engage with research into the link between metacognition and learning, and the idea that if you can effectively articulate your thoughts and strategies regarding how you learn, you might then be in a better position to take actions in order to improve and to be able to learn best. An appendix of useful resources is also included, which offers a range of activities surrounding the language of learning, reflection and metacognition, as well essential advice on how to develop metacognition in the early years (4-8), middle years (8-10), and upper years (10-13). Metacognition in the Primary Classroom demonstrates how important it is for children to be well-enough informed to play an active role in learning better. Having the language skills to talk about your learning, and the opportunity to share ideas and strategies with others, enables all concerned to explore and develop approaches in order to learn better. This book is a crucial read for anyone interested in ensuring that pupils take an active role in their own learning. |
| metacognitive strategies in the classroom: Developing Metacognitive Teaching Strategies Through Lesson Study Eric C. K. Cheng, Joanna K. M. Chan, 2021-09-30 The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students’ learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers’ metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students’ metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning. |
| metacognitive strategies in the classroom: Teaching Students to Drive Their Brains Donna Wilson (Psychologist), Marcus Conyers, 2016 In this book, the authors explain metacognition and how it equips students to meet today's rigorous education standards. They present a unique blend of useful metaphors, learning strategies, and instructional tips you can use to teach your students to be the boss of their brains. |
| metacognitive strategies in the classroom: Teaching Comprehension Strategies , 2006 A series of books using modelling, guided and independent practice to teach students strategies they can use to develop different reading comprehension skills. |
| metacognitive strategies in the classroom: Metacognition in Language Learning and Teaching Åsta Haukås, Camilla Bjørke, Magne Dypedahl, 2018-06-14 The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics. |
| metacognitive strategies in the classroom: Science Of Learning Physics, The: Cognitive Strategies For Improving Instruction Jose Mestre, Jennifer Docktor, 2020-11-24 This book on the teaching and learning of physics is intended for college-level instructors, but high school instructors might also find it very useful.Some ideas found in this book might be a small 'tweak' to existing practices whereas others require more substantial revisions to instruction. The discussions of student learning herein are based on research evidence accumulated over decades from various fields, including cognitive psychology, educational psychology, the learning sciences, and discipline-based education research including physics education research. Likewise, the teaching suggestions are also based on research findings. As for any other scientific endeavor, physics education research is an empirical field where experiments are performed, data are analyzed and conclusions drawn. Evidence from such research is then used to inform physics teaching and learning.While the focus here is on introductory physics taken by most students when they are enrolled, however, the ideas can also be used to improve teaching and learning in both upper-division undergraduate physics courses, as well as graduate-level courses. Whether you are new to teaching physics or a seasoned veteran, various ideas and strategies presented in the book will be suitable for active consideration. |
| metacognitive strategies in the classroom: Teach Students How to Learn Saundra Yancy McGuire, 2023-07-03 Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory. |
| metacognitive strategies in the classroom: Think!: Metacognition-powered Primary Teaching Anoara Mughal, 2021-09-15 The perfect guide to help you embed metacognitive approaches to your teaching. What is metacognition and how can you use it in your teaching? Metacognition – being aware of our own ways of thinking – is popular in education, but it is not always obvious how it links to teaching practice and how to teach it explicitly. This book translates meaningful concepts from research literature not only into practical strategies to try in your classroom but also gives you the opportunity to reflect on metacognitive strategies that you already use. Key topics include: Metacognitive strategies in a range of subjects, including English and mathematics Dismantling metacognitive misconceptions How to use metacognition to improve test performance The importance of developing a growth mindset How to develop self-regulation in the classroom |
| metacognitive strategies in the classroom: Teach Like a Champion 2.0 Doug Lemov, 2015-01-12 One of the most influential teaching guides ever—updated! Teach Like a Champion 2.0 is a complete update to the international bestseller. This teaching guide is a must-have for new and experienced teachers alike. Over 1.3 million teachers around the world already know how the techniques in this book turn educators into classroom champions. With ideas for everything from boosting academic rigor, to improving classroom management, and inspiring student engagement, you will be able to strengthen your teaching practice right away. The first edition of Teach Like a Champion influenced thousands of educators because author Doug Lemov's teaching strategies are simple and powerful. Now, updated techniques and tools make it even easier to put students on the path to college readiness. Here are just a few of the brand new resources available in the 2.0 edition: Over 70 new video clips of real teachers modeling the techniques in the classroom (note: for online access of this content, please visit my.teachlikeachampion.com) A selection of never before seen techniques inspired by top teachers around the world Brand new structure emphasizing the most important techniques and step by step teaching guidelines Updated content reflecting the latest best practices from outstanding educators Organized by category and technique, the book’s structure enables you to read start to finish, or dip in anywhere for the specific challenge you’re seeking to address. With examples from outstanding teachers, videos, and additional, continuously updated resources at teachlikeachampion.com, you will soon be teaching like a champion. The classroom techniques you'll learn in this book can be adapted to suit any context. Find out why Teach Like a Champion is a teaching Bible for so many educators worldwide. |
| metacognitive strategies in the classroom: Improving Student Information Search Barbara Blummer, Jeffrey M. Kenton, 2014-10-21 Metacognition is a set of active mental processes that allows users to monitor, regulate, and direct their personal cognitive strategies. Improving Student Information Search traces the impact of a tutorial on education graduate students' problem-solving in online research databases. The tutorial centres on idea tactics developed by Bates that represent metacognitive strategies designed to improve information search outcomes. The first half of the book explores the role of metacognition in problem-solving, especially for education graduate students. It also discusses the use of metacognitive scaffolds for improving students' problem-solving. The second half of the book presents the mixed method study, including the development of the tutorial, its impact on seven graduate students' search behaviour and outcomes, and suggestions for adapting the tutorial for other users. - Provides metacognitive strategies to improve students' information search outcomes - Incorporates tips to enhance database search skills in digital libraries - Includes seminal studies on information behaviour |
| metacognitive strategies in the classroom: How Learning Works Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, 2010-04-16 Praise for How Learning Works How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning. —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching. —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues. —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book. —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning |
| metacognitive strategies in the classroom: Metacognition in Science Education Anat Zohar, Yehudit Judy Dori, 2011-10-20 Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice. |
| metacognitive strategies in the classroom: Using Reflection and Metacognition to Improve Student Learning Naomi Silver, Matthew Kaplan, Danielle LaVaque-Manty, Deborah Meizlish, 2023-07-03 Research has identified the importance of helping students develop the ability to monitor their own comprehension and to make their thinking processes explicit, and indeed demonstrates that metacognitive teaching strategies greatly improve student engagement with course material.This book -- by presenting principles that teachers in higher education can put into practice in their own classrooms -- explains how to lay the ground for this engagement, and help students become self-regulated learners actively employing metacognitive and reflective strategies in their education.Key elements include embedding metacognitive instruction in the content matter; being explicit about the usefulness of metacognitive activities to provide the incentive for students to commit to the extra effort; as well as following through consistently.Recognizing that few teachers have a deep understanding of metacognition and how it functions, and still fewer have developed methods for integrating it into their curriculum, this book offers a hands-on, user-friendly guide for implementing metacognitive and reflective pedagogy in a range of disciplines. Offering seven practitioner examples from the sciences, technology, engineering and mathematics (STEM) fields, the social sciences and the humanities, along with sample syllabi, course materials, and student examples, this volume offers a range of strategies for incorporating these pedagogical approaches in college classrooms, as well as theoretical rationales for the strategies presented. By providing successful models from courses in a broad spectrum of disciplines, the editors and contributors reassure readers that they need not reinvent the wheel or fear the unknown, but can instead adapt tested interventions that aid learning and have been shown to improve both instructor and student satisfaction and engagement. |
| metacognitive strategies in the classroom: The Metacognition Handbook: A Practical Guide for Teachers and School Leaders Jennifer Webb, 2021-06-15 Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation. |
| metacognitive strategies in the classroom: Literacy Assessment and Metacognitive Strategies Stephanie L. McAndrews, 2020-07-27 Introduction to literacy, assessment, and instruction -- Building relationships: learning from students, families, and community -- Language development -- Word analysis -- Reading fluency -- Reading, listening, and viewing comprehension -- Writing composition and visual representation. |
| metacognitive strategies in the classroom: Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching Tracey Tokuhama-Espinosa, 2010-12-20 Establishing the parameters and goals of the new field of mind, brain, and education science. A groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in “brain-based teaching” has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from “neuromyths” to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology. |
| metacognitive strategies in the classroom: Metacognition in Learning and Instruction Hope J. Hartman, 2013-06-29 Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university. |
| metacognitive strategies in the classroom: Powerful Teaching Pooja K. Agarwal, Patrice M. Bain, 2024-11-13 Unleash powerful teaching and the science of learning in your classroom Powerful Teaching: Unleash the Science of Learning empowers educators to harness rigorous research on how students learn and unleash it in their classrooms. In this book, cognitive scientist Pooja K. Agarwal, Ph.D., and veteran K–12 teacher Patrice M. Bain, Ed.S., decipher cognitive science research and illustrate ways to successfully apply the science of learning in classrooms settings. This practical resource is filled with evidence-based strategies that are easily implemented in less than a minute—without additional prepping, grading, or funding! Research demonstrates that these powerful strategies raise student achievement by a letter grade or more; boost learning for diverse students, grade levels, and subject areas; and enhance students’ higher order learning and transfer of knowledge beyond the classroom. Drawing on a fifteen-year scientist-teacher collaboration, more than 100 years of research on learning, and rich experiences from educators in K–12 and higher education, the authors present highly accessible step-by-step guidance on how to transform teaching with four essential strategies: Retrieval practice, spacing, interleaving, and feedback-driven metacognition. With Powerful Teaching, you will: Develop a deep understanding of powerful teaching strategies based on the science of learning Gain insight from real-world examples of how evidence-based strategies are being implemented in a variety of academic settings Think critically about your current teaching practices from a research-based perspective Develop tools to share the science of learning with students and parents, ensuring success inside and outside the classroom Powerful Teaching: Unleash the Science of Learning is an indispensable resource for educators who want to take their instruction to the next level. Equipped with scientific knowledge and evidence-based tools, turn your teaching into powerful teaching and unleash student learning in your classroom. |
| metacognitive strategies in the classroom: Cognitive Strategy Instruction that Really Improves Children's Academic Performance Michael Pressley, Vera Woloshyn, 1995 Presenst strategies to improve competence in the academic skill and content areas, such as decoding, spelling, writing, science and mathematics. For elementary and middle schools. |
| metacognitive strategies in the classroom: The Connection of the Physical Sciences Mary Somerville, 1834 |
| metacognitive strategies in the classroom: Metacognition in Mathematics Education Marcel Veenman, 2006 For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance. |
| metacognitive strategies in the classroom: High-leverage Practices in Special Education Council for Exceptional Children, Collaboration for Effective Educator Development, Accountability and Reform, 2017 Special education teachers, as a significant segment of the teaching profession, came into their own with the passage of Public Law 94-142, the Education for All Handicapped Children Act, in 1975. Since then, although the number of special education teachers has grown substantially it has not kept pace with the demand for their services and expertise. The roles and practice of special education teachers have continuously evolved as the complexity of struggling learners unfolded, along with the quest for how best to serve and improve outcomes for this diverse group of students. High-Leverage Practices in Special Education defines the activities that all special educators needed to be able to use in their classrooms, from Day One. HLPs are organized around four aspects of practice collaboration, assessment, social/emotional/behavioral practices, and instruction because special education teachers enact practices in these areas in integrated and reciprocal ways. The HLP Writing Team is a collaborative effort of the Council for Exceptional Children, its Teacher Education Division, and the CEEDAR Center; its members include practitioners, scholars, researchers, teacher preparation faculty, and education advocates--Amazon.com |
| metacognitive strategies in the classroom: Creating Self-Regulated Learners Linda B. Nilson, 2023-07-03 Most of our students neither know how learning works nor what they have to do to ensure it, to the detriment both of their studies and their development as lifelong learners.The point of departure for this book is the literature on self-regulated learning that tells us that deep, lasting, independent learning requires learners to bring into play a range of cognitive skills, affective attitudes, and even physical activities – about which most students are wholly unaware; and that self-regulation, which has little to do with measured intelligence, can be developed by just about anyone and is a fundamental prerequisite of academic success.Linda Nilson provides the theoretical background to student self-regulation,the evidence that it enhances achievement, and the strategies to help students develop it. She presents an array of tested activities and assignments through which students can progressively reflect on, monitor and improve their learning skills; describes how they can be integrated with different course components and on various schedules; and elucidates how to intentionally and seamlessly incorporate them into course design to effectively meet disciplinary and student development objectives. Recognizing that most faculty are unfamiliar with these strategies, she also recommends how to prepare for introducing them into the classroom and adding more as instructors become more confident using them.The book concludes with descriptions of courses from different fields to offer models and ideas for implementation. At a time of so much concern about what our students are learning in college and how well prepared they are for the challenges of tomorrow’s economy and society, self-regulated learning provides a reassuring solution, particularly as studies indicate that struggling students benefit the most from practicing it. |
| metacognitive strategies in the classroom: Teach Yourself How to Learn Saundra Yancy McGuire, 2023-07-03 Following up on her acclaimed Teach Students How to Learn, that describes teaching strategies to facilitate dramatic improvements in student learning and success, Saundra McGuire here presents these secrets direct to students. Her message is that Any student can use simple, straightforward strategies to start making A’s in their courses and enjoy a lifetime of deep, effective learning. Beginning with explaining how expectations about learning, and the study efforts required, differ between college and secondary school, the author introduces her readers, through the concept of metacognition, to the importance and powerful consequences of understanding themselves as learners. This framework and the recommended strategies that support it are useful for anyone moving on to a more advanced stage of education, so this book also has an intended audience of students preparing to go to high school, graduate school, or professional school. In a conversational tone, and liberally illustrated by anecdotes of past students, the author combines introducing readers to concepts like Bloom’s Taxonomy (to illuminate the difference between studying and learning), fixed and growth mindsets, as well as to what brain science has to tell us about rest, nutrition and exercise, together with such highly specific learning strategies as how to read a textbook, manage their time and take tests. With engaging exercises and thought-provoking reflections, this book is an ideal motivational and practical text for study skills and first year experience courses. |
| metacognitive strategies in the classroom: The Knowledge Gap Natalie Wexler, 2020-08-04 “Essential reading for teachers, education administrators, and policymakers alike.” —STARRED Library Journal The untold story of the root cause of America's education crisis It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension skills at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention. |
| metacognitive strategies in the classroom: Self-regulated Learning Dale H. Schunk, Barry J. Zimmerman, 1998-03-20 This text provides a framework for teaching students how to be students, and offers practical guidance on how academic learning, at its best can be brought about. |
| metacognitive strategies in the classroom: The Metacognition Handbook: A Practical Guide for Teachers and School Leaders Jennifer Webb, 2021-06-15 Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation. |
| metacognitive strategies in the classroom: Lesson Study: Challenges In Mathematics Education Maitree Inprasitha, Masami Isoda, Patsy Wang-iverson, Ban Har Yeap, 2015-03-25 Classroom Innovations through Lesson Study is an APEC EDNET (Asia-Pacific Economic Cooperation Education Network) project that aims to improve the quality of education in the area of mathematics. This book includes challenges of lesson study implementation from members of the APEC economies.Lesson study is one of the best ways to improve the quality of teaching. It is a model approach for improvement of teacher education across the globe. This book focuses on mathematics education, teacher education, and curriculum implementation and reforms. |
| metacognitive strategies in the classroom: Meta-cognition Michael F. Shaughnessy, Marcel Veenman, Cynthia Kleyn Kennedy, 2008 Over the past two decades, the word 'metacognition' has become a regularly used part of our language and vocabulary in both psychology and education. Many research articles have been written about it, the conceptualisation of this construct has expanded, and conferences abound with investigations and empirical research into various facets of this domain. This book provides some of the most recent research by scholars from various parts of the world. It includes differing perspectives -- some empirical, some theory driven, and some application papers. The book focuses on metacognition and it's relevance to gifted and highly able students. Many of the papers focus directly and specifically on this; others are more tangential in nature. |
| metacognitive strategies in the classroom: Teaching and Learning Second Language Listening Christine C. M. Goh, Larry Vandergrift, 2012-04-23 This reader-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge related to teaching second language (L2) listening, with a particular emphasis on metacognition. The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner. The pedagogical model─a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners ─ provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts. |
| metacognitive strategies in the classroom: Visible Learning: Feedback John Hattie, Shirley Clarke, 2018-08-15 Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country. |
| metacognitive strategies in the classroom: Visible Learning for Literacy, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2016-03-22 Every student deserves a great teacher, not by chance, but by design — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are visible for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the aha moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways, say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time. |
| metacognitive strategies in the classroom: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| metacognitive strategies in the classroom: Handbook of Metacognition in Education Douglas J. Hacker, John Dunlosky, Arthur C. Graesser, 2009-06-15 Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice. |
| metacognitive strategies in the classroom: Metacognition Robin Fogarty, Brian M. Pete, 2020 In Metacognition: The Neglected Skill Set for Empowering Students, Robin Fogarty and Brian Pete emphasize the critical but often overlooked practice of enhancing deep, reflective thinking among students in the classroom. They explain how metacognition, or students' awareness of what they know and don't know, is the first step in addressing deficit areas and an essential ability if students are to transfer learning to other areas throughout their lives. Fogarty and Pete provide teachers with a framework for nurturing this skill set in students and gently guiding students' metacognitive behaviors, organizing the book around three categorical labels for the strategies that can promote self-reflection in learners' work: (1) planning, (2) monitoring, and (3) evaluating-- |
Metacognition - Cambridge Assessment International Education
Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. What does metacognition mean? The prefix ‘meta’ …
METACOGNITIVE WHO BENEFITS FROM THE USE OF STRATEGIES …
Teaching metacognitive strategies can greatly enhance learning for all students in all subject areas. This professional practice note provides advice to support school leaders and teachers …
Metacognition in the Primary Classroom - doverstls.co.uk
Metacognition had the biggest impact on learning and was found to: Shape active, rather than passive, learners. Give pupils a sense of control over their learning. Promote “deep” learning …
METACOGNITION AND SELF-REGULATED LEARNING
It ofers seven practical, evidence-based recommendations to support teachers to develop metacognitive knowledge and skills in their pupils. The guidance is relevant to early years …
Making The Abstract Explicit: The Role Of Metacognition In …
• Metacognitive strategies are among the most influential factors in student learning. • Interventions that improve metacognitive knowledge and skills can be effective. • …
Top Ten Metacognitive Teaching Strategies - opened
The following ten metacognitive teaching strategies come from a few sources that were used including: Promoting Student Metacognition (K. Tanner, 2012), Creating Self-Regulated …
Teaching Students to DRIVE THEIR BRAINS - ASCD
th metacognition and for metacognition. Teaching for metacognition involves guiding students to become self-reflective, self-directed learners who understand why, how, when, and where to …
METACOGNITIVE STRATEGIES AND LEARNING QUALITY: A …
metacognitive strategies to improve the quality of learning in secondary school students. This document is a systematic mapping (SM) which offers a comprehensive overview of the …
Closing the numeracy attainment gap through the application of ...
Teachers and adults model metacognitive and self regulation strategies in the classroom, with a particular focus on how to support pupils to plan, monitor and evaluate their own learning.
NSW Department of Education
A metacognitive approach to instruction is about embedding a self-reflective style of thinking that enables students to be aware of and ultimately create learning goals, plan ways to achieve …
Encouraging Metacognition in the Classroom ---------- Yale …
Theorized by psychologists including William James, Jean Piaget, and Lev Vygotsky (Fox and Risconscente, 2008), metacognition is prioritized in modern educational research for the ways …
STUDENT METACOGNITION: FOUR STRATEGIES TO IMPLEMENT …
After discussing expectations for an exam and available learning resources, prompt students to choose specific strategies and resources, and have them explain how, when, and why to use …
Learning Strategies as Metacognitive Factors: A Critical Review - ed
• Students know and can apply a variety of study skills and strategies to meet the demands of a task. • Students monitor their comprehension as they learn, recognize when they become …
Modeling the Metacognitive Strategies for English Learners
The effective use of metacognitive strategies is what allows for transference of skills and knowledge across content. English Learners are simultaneously learning metacognitive …
Cognitive and Metacognitive Strategies
Teachers should monitor students’ use of cognitive and metacognitive strategies across settings (e.g., the general education classroom, recess, lunch room) to ensure that students are able to …
Daily Metacognitive Questioning Sheets: Implementing Metacognitive …
This study investigated the possible impact that incorporating daily metacognitive questioning in a mathematics classroom could have on student achievement. The study integrated …
Classroom Cognitive and Meta-Cognitive Strategies for Teachers
students develop and refine their own repertoire of problem-solving strategies, teachers can highlight or concentrate on a particular strategy, and discuss aspects and applications of the …
Metacognitive Strategies on Classroom Participation and …
revealed that the Metacognitive strategies were most effective in enhancing academic achievement followed by the TPS. The researcher recommends that Metacognitive strategies …
Metacognitive Learning Strategies in Mathematics Classroom …
In mathematical learning using metacognitive learning strategies, according to Panaoura, Gagatsis, and Demetriou (2009) there are six things to emphasize: Understand phenomena in …
Students Metacognitive Strategies in the Mathematics Classroom …
The study results showed that the open approach-based mathematic class helped students exhibit metacognitive behavior and abilities relevant to the four teaching steps: 1) posing open …
Reading Metacognitive Strategies Employed by ESL Learners
mostly employed metacognitive strategies while reading compared to unskilled learners (Mokhtari&Reichard, 2002). Due to the students‟ unawareness of how metacognitive strategies can help their reading comprehension, this research intends to investigate metacognitive strategies employment among ESL secondary school student in
Exploring EFL Students Metacognitive Strategies in Speaking …
Table 1: Data from Observation ab out Metacognitive Strategies Used by Students in the Classroom. Strategies used How the Strategies Applied Centering Learning 1. O verviewing Linking and with already known material : · Answering the question given by the lecturer, · Developing speaking based on experience. 2. Paying Attention : · Using directed
A Systematic Review on the Effectiveness of Metacognitive Strategies ...
3. Multimodal tools employed in the English language classroom 4. Impact of metacognitive strategies in Blended learning classrooms. C. Reporting Standards
Rose: Key strategies 2 - The Dyslexia/SpLD Trust
difficulties in spelling and writing, the following adjustments and strategies can be effective. Adjustments to classroom environment – what could be provided? Teaching strategies – what could be done? Choice of handwriting tools. Cue card key ring for spelling. Displays/cue cards for specific spelling rules/ difficulties with reversals etc.
The effect of metacognitive strategies on subsequent …
THE EFFECT OF METACOGNITIVE STRATEGIES ON SUBSEQUENT PARTICIPATION IN THE MIDDLE SCHOOL SCIENCE CLASSROOM A Thesis by Donna M. Stuever B.S., Newman University, 1997 Submitted to the Department of Curriculum and Instruction College of Education and the faculty of the Graduate School of Wichita State University in partial fulfillment of
Trauma-Informed Classroom Strategies - University of Northern …
Classroom and Teaching Strategies “The two primary jobs of a child are to learn and have fun.” (Ziegler, D, Jasper Mountain) Trauma-informed teaching strategies can build safety in the classroom through consistency, structure, compassion, and understanding. New learning cannot take place if a child does not feel safe.
Application of Metacognitive Strategies in EFL Writing Instruction
metacognitive strategies on the basis of the research on the ... The classroom instruction is based . on O’Malley and Chamot’s (1985) and Cohen’s (2000) Models for Strategy
Benefits of Metacognitive Strategies in ESL Students’ Reading …
Benefits of Metacognitive Strategies in ESL Students’ Reading Skills 43 metacognitive strategies incorporated in Barry J. Zimmerman’s SRL method are applied in the classroom. Reading for an average semester of English Honours Course, that usually has three to four papers of literature either written in English or
A Glimpse of Metacognitive Reading Strategy Instruction …
13 Aug 2020 · An integration of metacognitive reading strategies into the classroom has been discussed including its crucial role for enhancing students [ reading comprehension (Talebi, 2012; Zhang & Seepho, 2013; Singh, 2019). Nonetheless, problems in reading are not only limited to English reading classes but
Metacognitive skills and the development of metacognition in the classroom
Thus, promoting metacognitive development in the classroom will help students become efficient learners. The objective of this study was to examine student’s perception on seven aspects of ...
Teaching Students to DRIVE THEIR BRAINS - ASCD
Brains: Metacognitive Strategies, Activities, and Lesson Ideas 14329-00_FM.indd 7 16/03/2016 7:00 PM $'9$1&(81&255(&7('&23<²127)25',675,%87,21. 1ST PAGES ... education as a classroom teacher—eager, enthusiastic, and equipped with the subject matter knowledge and classroom management techniques I learned while earning my undergraduate degree.
THE USE OF METACOGNITIVE STRATEGIES IN STORYTELLING …
metacognitive knowledge and skills emerge early. Still, it takes time, explicit teacher teaching, scaffolding, modelling, and plenty of practice for students to become proficient metacognitive adults. There was also much evidence supported by various meta-analyses showing a strong relationship between metacognitive strategies
Fostering Metacognitive Reading Strategies in Thai EFL …
metacognitive strategy instruction in EFL reading class offered on Thai EFL students’ awareness toward reading strategies. The lessons on metacognitive reading strategies lead to another goal of the study, which is to perceive the effect of the instruction on the participants’ reading performance in taking a standardized test.
THE DEVELOPMENT OF EFL LEARNERS' METACOGNITION IN A FLIPPED CLASSROOM
METACOGNITION IN A FLIPPED CLASSROOM Hui-chia Judy Shih (judy.hj.s@gmail.com) Feng Chia University, Taiwan National Changhua University of Education, Taiwan ... same questionnaire on metacognitive strategies and participated in a simulated, short-version TOEIC® at the beginning and the end of the semester. Below is participant information from
A Systematic Review on the Effectiveness of Metacognitive Strategies ...
can use the skills in different situations. Fooladvand et al. (2017) affirm that metacognitive strategies train the language learners with “self-regulation, understanding learning subjects, and the sense of knowing”. B. Research Question . RQ1 What is the research outcome from the literature and data collected on metacognitive strategies?
Enhancing Critical Reading Through Metacognitive Scaffolding in …
30 Jul 2024 · Classroom (Ms-Flics) model addresses this gap by combining metacognitive reading and scaffolding strategies in a flipped classroom. ... and metacognitive strategies. In the domain of metacognitive knowledge, people’s knowledge refers to knowledge of oneself and others as cognitive processors. It includes knowledge and beliefs about what
Introducing a classroom-based intervention to regulate problem ...
The study aimed to examine how adopting metacognitive strategies by learners help them con-trol problem behaviour. The research question was as follows: Whether the classroom-based intervention using metacognitive strategies helps secondary school students to identify, con-trol and regulate their problem behaviours.
Metacognitive Strategies on Classroom Participation and …
that Metacognitive strategies and questions be infused in the classroom so as to help students learn material more efficiently, retain information longer and generalize skills. Key words: Metacognition, metacognitive strategies, metacognitive knowledge, metacognitive questions, thinking skills, achievement, think-pair share Introduction
A Study on Classroom Discourse in Enhancing Metacognition to
strategies of faculty’ during teaching writing skills. In addition, this paper also attempts to identify what sort of discourse tools and metacognitive strategies university faculty are incorporating in their teaching, and what is ignored or not used up to the mark while enhancing Saudi EFL students’ meta-cognitive awareness.
Importance of Metacognitive Strategies in Enhancing Reading ...
the metacognitive reading strategies of students, a metacognitive reading questionnaire was administered to them. The survey data were transferred to a computer, and Microsoft Excel was used to ...
Metacognitive Strategy Use and Academic Reading Achievement: …
the classroom in order to successfully gain access to new information for academic purposes. An- ... Metacognitive strategies have been defined by many scholars such as Chamot and O’Malley (1990), Oxford (1990), Ellis (1994) and Cohen (2005). In short, metacognitive strategies are re-
Understanding metacognitive awareness among teachers in the …
To make metacognitive strategies an integral part of the school curriculum, the paper proposes: (1) Specific metacognitive strategies in the classroom, and (2) deliberate school training programmes on metacognitive instruction. The study concludes that both pre-service and in-service teachers should be
Metacognition and self-regulation
The EEF has published guidance on applying the evidence on metacognition and self-regulation in the classroom. The guidance report can be found here. ... (or the extent to which a learner is aware of and can articulate metacognitive strategies) and skillfulness (actual capacity in managing learning or capability at putting these strategies into
An Action Research in Science: Providing Metacognitive Support to …
discussions are more often related to content and less to metacognitive strategies. Unless students are frequently given opportunities to interact in the classroom, it may be difficult for them to practice or elaborate on their metacognitive strategies (Larkin, 2006). Student-teacher discourses refer to whether or not students discuss their
Flipping EFL Classroom and Integrating Metacognitive Strategies …
integrates Flipped Classroom (FC) and Metacognitive Strategies (MS) and 2) to describe students’ and teacher’s experience towards Flipped listening lessons and MS usage. The sample population for this study was 29 EFL ninth grade teens at a public high school in Bogota, Colombia. The study was conducted in seven weeks.
Metacognitive Strategies to Chinese College English Learners: A …
Metacognitive strategies, often adopted in process-based approach emphasizes more on the listening process. This paper discusses the feasibilty of metacognitive strategies in English listening ... language classroom with a dual focus where students are taught both learning language and learning processes were affirmed. Proceeding from ...
Do Metacognitive Strategies Improve Student Achievement in
sometimes done unconsciously. Flavell develops a four-pronged model of metacognitive monitoring: metacognitive knowledge; metacognitive experiences; tasks and goals; and strategies or actions. Metacognitive knowledge occurs when someone first contemplates engaging in a task. They may ask themselves what the task involves, what strategies could be
Students Metacognitive Strategies in the Mathematics Classroom …
cognitive strategies, and how these strategies are applied when students solve problems. Goos and Galbraith (1996) conducted a study on the nature of using metacognitive strategies by two secondary students and studied how the students applied those strategies when they took part in problem solving. In Inpra-
Using Metacognitive Skills in ESL/EFL Classes to Promote Learner …
provides the learners metacognitive tools to foster their creative power of learning outside the classroom. This paper investigates using metacognitive strategies as a means to develop learner autonomy. As a result of this discussion, a new teacher-student relationship is proposed that encourages learners to reflect, think critically, and
Impact of Metacognitive Strategies on Self-Regulated Learning …
of metacognitive strategies and self-regulated behaviour in learning of students. The incessant competition to excel among students has forced them to race against time.
The use of metacognitive strategies for undisrupted online …
implementation of Google Classroom and other learning management systems. Thus, in this online learning scenario, students need to maintain concentration, ... Metacognitive strategies are used to plan, monitor, and regulate the cognition pro-cess to attain a goal (Zimmerman & Martinez-Pons, 1986). An example of metacog-
METACOGNITIVE AWARENESS IN SCIENCE CLASSROOM OF …
classroom to enhance metacognitive awareness of higher secondary students. Key Words: Metacognitive awareness, Metacognition. INTRODUCTION Today, one of the main goals of education is to make the students gain the thinking skills and strategies which they will use throughout their lives, rather than storing information.
Developing Reading Comprehension through Metacognitive Strategies…
3. Review of Strategies Literature Boulware-Gooden et al. (2007) described that metacognitive strategies in terms of reading help students to ‘think about thinking’ (before, during, and after) they read. Following is the literature reviewed according to the strategies considered for the improvement of reading and comprehending the text.
Metacognitive Reading Strategies in the Filipino ESL Classroom…
cognitive reading strategies in Mindanao rural secondary schools. Using mixed-methods research, through the use of a survey questionnaire and semi-structured interview, student (N = 408) and teacher (N = 20) participants reported utilizing problem-solving more frequently than global and support types of reading strategies.
Closing the Disadvantage Gap: Intervention Strategies from the
explicitly taught these strategies. Explicit teaching of metacognitive and self-regulatory strategies could therefore encourage such pupils to practise and use these skills more frequently in the future. With explicit teaching and feedback, pupils are more likely to use these strategies independently and habitually, enabling them to manage ...
Module 5: Classroom Strategies for students with DLD
module will outline explicit verbal, non-verbal and 9 written communication strategies. Verbal Strategies Giving Instruction The majority of communication in the classroom is verbal. It is important to match classroom instructions with the student’s level of …
RELATIONSHIP BETWEEN METACOGNITIVE LEARNING STRATEGIES …
metacognitive strategies. Main Findings: Results showed that the participants used metacognitive strategies more frequently with an average use of 4.16. Two groups of strategies showed a positive relationship with language performance; cognitive (r=.26) …
Enhancing English Reading Comprehension of ESL Underachievers …
related activities in the classroom. Incorporating metacognitive tactics into classroom teaching was supported by students' insightful input. Students who participated in the intervention were given reading comprehension tests and interviewed to determine their effectiveness.
Anxiety, Metacognitive Strategies and Multiple Intelligences in …
Reading Classroom: Voices from Hanoi Andrzej CIROCKI and ... This study investigates anxiety, metacognitive strategies and multiple intelli-gences in the context of Vietnamese English language classroom. It is a quan-titative project that adopts a descriptive-correlational design. …
Research into practice: listening strategies in an instructed classroom ...
and b) more implicit approaches where the development of metacognitive awareness and/or metacognitive strategies is the main objective (e.g. Goh & Taib 2006; Vandergrift & Tafaghodtari 2010). Both explicit and implicit approaches are underpinned by the notion that practice and contact with spoken language alone are insufficient to improve how well
How Do Learners Incorporate the Metacognitive Strategies …
Oxford’s classifi cation and defi nes metacognitive strategies as those that control English learning by guiding the use of cognitive strategies. Metacognitive knowledge is, on the other hand, another component of metacognition and is an important base for the better deployment of metacognitive strategies （e.g., Wenden, 2001）.
Impactful teaching strategies & approaches to support SEN …
strategies they often already possess. The research suggests a group of teaching strategies that teachers should consider emphasising for pupils with SEND. Teachers should develop a repertoire of these strategies they can use flexibly in response to the needs of all pupils: 1. flexible grouping; 2. cognitive and metacognitive strategies;
EXPLORING THE USE OF METACOGNITIVE STRATEGIES IN THE …
5.2.1 Metacognitive strategies used to facilitate and manage own learning .157 5.2.2 Effects of metacognitive strategies instruction on learners strategy use vii
Modeling Metacognition: Making Thinking Visible in a Content …
classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for ... processes, metacognitive strategies to . monitor. it” (p. 909). Metacognitive thoughts can be separated into two categories, knowledge of cognition and regulation of ...
Effects of Individual and Group Metacognitive Prompts on
Metacognitive strategies, including planning, mon-itoring, reviewing, and evaluating, are directly related to writing. Instruction on metacognitive strategies can help ... reactions to classroom instruction at an American univer-sity. Instruction included metacognitive writing strategies, self-regulation of writing practices, and text ...
The Impact of Training Metacognitive Strategies on Reading ...
The Impact of Training Metacognitive Strategies on Reading Comprehension among ESL Learner’s Maryam Habibian Faculty of Educational Studies, Universiti Putra Malaysia ... Moreover, solely using classroom practices do not often give an insight to the learners on methods of employing the skills and strategies to interact with text and
The Role of Metacognition in Visual Art Education - CORE
currently a popular trend in general education to teach students metacognitive strategies, and research has shown that it is a practical tool to boost student success. Moreover, metacognition is most effective when it is taught explicitly ... development are the focus of the classroom. She concludes that embedding
Evaluating metacognitive strategies and self-regulated learning …
metacognitive strategies was related to scientific achievements even though need to be related to other classroom climate variables that may hinder student functioning. Metacognition is a complex process that involves the knowledge of cognition and the regulation of cognition (Shraw, 1998). ...
CLASSROOM MANAGEMENT AND METACOGNITION OF HIGH SCHOOL TEACHERS …
Classroom management is one of the greatest concerns of teachers and administrators when ... Metacognitive strategies like planning, monitoring and self evaluation may experience a lot of stress, strain and anxiety that results in restlessness in teaching competence. The uses of appropriate metacognitive strategies help
