Sentences with phrase «using metacognitive strategies»

More successful schools were more likely to be using metacognitive strategies, collaborative and peer - to - peer learning.

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

How do I develop and use metacognitive strategies?

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

Children as young as 36 months have the ability to use metacognitive strategies to alleviate their negative arousal states.

Not exact matches

Students can use writing to tap into powerful metacognitive strategies to improve learning.

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.

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).

Second grade teacher Donna Garland leads her students in daily exercises to practice cognitive and metacognitive strategies that they can use in learning all their core subjects.

Dr. Wilson then returned to the classroom to co-teach, with a focus on guiding children to learn and use cognitive, affective and metacognitive strategies.

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.

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).

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.

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.

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.

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.

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

Iranian EFL Learners» Achievement Goals in Relation with Their Metacognitive Reading Strategy Use