Sentences with phrase «taught metacognitive strategies»

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

Research collated by the Education Endowment Foundation indicates that teaching metacognitive strategies can have a major impact on the rate at which children learn (Education Endowment Foundation, 2017).

Not exact matches

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).

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.

But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.

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).

Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas relates to safe, engaged, supported, and challenged tenets.

The intervention focused on both applying these two metacognitive strategies as well as teaching students how to use them to help them develop their capacity as independent learners.

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

They need to teach students how to use metacognitive strategies to monitor their own reading and writing habits.

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.

In addition to making students aware that self - regulation can make their brains «smarter,» we need to teach students how and when to use cognitive and metacognitive strategies.

Metacognitive Note Taking is a strategy that teachers use to teach students when and how to be more active while they read to monitor

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.

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.

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