Sentences with phrase «of metacognitive strategies»

Making preschool teachers aware of metacognitive strategies in the planning, execution and evaluation phases of learning activities influenced preschoolers» metacognitive knowledge of how to approach learning tasks, how to regulate the learning process and how to evaluate outcomes.23

Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning.

Not exact matches

Simply being aware that there's a difference between a fixed and a growth mindset is one of the most effective metacognitive strategies that students can benefit from.

Instead, let's say his teacher uses the test results (the student in our example was not the only one who did poorly) as the foundation of a lesson on metacognitive and cognitive strategies to improve study habits.

The well - documented benefits of academic risk - taking include gains in knowledge, metacognitive strategies and feelings of increased competence, enjoyment, and reduced feelings of learned helplessness (Cetin, Ilhan, & Yilmaz, 2014; Meyer, Turner, & Spencer, 1997).

Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013).

Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students» Learning Behavior, Education Research International, Volume 2012.

Donna Wilson and Marcus Conyers are the authors of more than 40 books and professional articles for educators, including, most recently, Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas (ASCD, 2016), Smarter Teacher Leadership: Neuroscience and the Power of Purposeful Collaboration (Teachers College Press, 2016), Positively Smarter: Science and Strategies for Increasing Happiness, Achievement, and Well - Being (Wiley Blackwell, 2015), Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice (Teachers College Press, 2013) and Flourishing in the First Five Years: Connecting Implications from Mind, Brain, and Education Research to the Development of Young Children (Rowman & Littlefield Education, 2013).

These concepts are new to many of his students and pave the way for cognitive and metacognitive strategies that Fitzgerald explicitly introduces and models as a way for them to succeed at school.

They visited each other's schools to conduct collaborative observations and build their knowledge of high - yield strategies (e.g., explicit instruction, reciprocal teaching, metacognitive strategies, and feedback) identified in Visible Learning.

Only one in 10 elementary classrooms across the country emphasizes the development of cognitive skills; other researchers have advocated for explicit instruction of metacognitive, cognitive, and other strategies to facilitate the process of learning as a way to engage and motivate middle and high school students.

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.

Evidence suggests the use of «metacognitive strategies» — which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months» progress when used well.

How do you help students in Secondary School understand the concepts of probability to enable them solve problems associated with probability using metacognitive strategies?

In terms of specific strategies, the research found that more successful schools were more likely to be teaching metacognitive skills and using peer - to - peer learning, both of which have been identified as effective by the EEF teaching and learning toolkit.

They propose teaching the art of noticing — that is, helping students recognize the underlying metacognitive strategies that people use when analyzing work.

(James J. Barta and Michael G. Allen); «Ideas and Programs To Assist in the Untracking of American Schools» (Howard D. Hill); «Providing Equity for All: Meeting the Needs of High - Ability Students» (Sally M. Reis); «Promoting Gifted Behavior in an Untracked Middle School Setting» (Thomas O. Erb et al.); «Untracking Your Middle School: Nine Tentative Steps toward Long - Term Success» (Paul S. George); «In the Meantime: Using a Dialectical Approach To Raise Levels of Intellectual Stimulation and Inquiry in Low - Track Classes» (Barbara G. Blackwell); «Synthesis of Research on Cooperative Learning» (Robert E. Slavin); «Incorporating Cooperation: Its Effects on Instruction» (Harbison Pool et al.); «Improving All Students» Achievement: Teaching Cognitive and Metacognitive Thinking Strategies» (Robert W. Warkentin and Dorothy A. Battle); «Integrating Diverse Learning Styles» (Dan W. Rea); «Reintegrating Schools for Success: Untracking across the United States» (Anne Wheelock); «Creatinga Nontraditional School in a Traditional Community» (Nancy B. Norton and Charlotte A. Jones); «Ungrouping Our Way: A Teacher's Story» (Daphrene Kathryn Sheppard); «Educating All Our Students: Success in Serving At - Risk Youth» (Edward B. Strauser and John J. Hobe); «Technology Education: A New Application of the Principles of Untracking at the Secondary Level» (N. Creighton Alexander); «Tracking and Research - Based Decisions: A Georgia School System's Dilemma» (Jane A. Page and Fred M. Page, Jr.); and «A Call to Action: The Time Has Come To Move beyond Tracking» (Harbison Pool and Jane A. Page).

Extensive evidence from eight meta - analyses has consistently demonstrated the impact of teaching metacognitive strategies for reading comprehension.

The Effect of Explicit Teaching of Online Metacognitive Strategies on EFL Learners» L2 Reading Comprehension

International Journal of Educational research, 31 (6), 445 — 457], the effects of self - regulated learning on academic achievement, on cognitive and metacognitive strategy application, as well as on motivation were analyzed.

This article introduces a pedagogical construct based on a modified KWL framework using a combination of evidence - based visual and verbal instructional methods, in conjunction with the development of metacognitive and self - regulating strategies.

Importantly, studies also show that strategies such as formative assessment (formal and informal assessments conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment) and metacognitive (awareness and understanding of one's own thought processes) approaches — techniques typically employed in personalized learning classrooms — improve student learning.

Through careful modeling and scaffolding, teach a range of metacognitive, cognitive, and affective strategies, one at a time.

Most children are not naturally metacognitive, but all students, from struggling learners to high performers, can benefit from being taught how and when to use a variety of cognitive strategies to monitor and improve their learning.

This resource is part of a PowerMyLearning Connect Professional Development playlist, Motivating Students to Set Personalized Learning Goals, which you can use to evaluate strategies for promoting students» metacognitive thinking and reflective goal setting.

Identify practical strategies for teaching students to monitor their progress and use metacognitive thinking to take ownership of their next steps in the learning process.

[93] In my own case, it was the disdain that whole language seemed to spawn regarding the explicit teaching of skills and strategies, especially those that promoted the meaning - making goals of the movement — comprehension and metacognitive strategies.

Over-time, teachers can «feed» feedback strategies to students to ensure that metacognitive reflection becomes a part of the teaching and learning process.

Examples of authentic instructional materials that Write for Texas regional institutes incorporate include: student & teacher writing samples, informal and formal writing activities, annotated mentor texts, writers notebooks, lesson plans, metacognitive questioning strategies, cross-curricular thematic unit plans, think - alouds or write - alouds, and district literacy plans.

Many students» ability to learn has been increased through the deliberate teaching of cognitive and metacognitive strategies.

The teacher's role also involves helping pupils develop the skills to make metacognitive judgments about their learning in relation to the goal being aimed for, and to establish a repertoire of strategies to regulate their own learning.

The Relationship between Metacognitive Reading Strategies Use and Reading Comprehension Achievement of EFL Learners

Self - regulation in the education tradition incorporates both general metacognitive knowledge of how to approach a learning task or a problem and domain - specific metacognitive knowledge of appropriate problem - solving strategies.8 Also in educational approaches, self - regulation includes the ability to postpone immediate satisfaction to attain long - term goals, the ability to mobilize energy and to sustain attention, to resist distracting information and to shift flexibly between mind sets.

, 1993, Attachment and the development of metacognitive and collaborative strategies International Journal of Educational Research: 551 ~ 571