Chapter 10 HighLeverage Practice 5 Metacognitive Strategies Cognitive

Chapter 10: High-Leverage Practice 5: Metacognitive Strategies

Cognitive Strategy Instruction (CSI) • Explicit instructional approach that facilitates information processing • Metacognitive and self-regulation helps students monitor and evaluate their comprehension • Students become strategic and self-regulated learners

Cognitive Strategy Instruction (CSI) • Procedures include • Process modeling • Verbal rehearsal • Scaffolded instruction • Guided and distributed practice • Self-monitoring

Cognitive Strategy Instruction (CSI) • Comprehending Expository Text • Students work in cooperative groups as Leader, Clunk expert, Gist expert, and Question expert • Before reading “Preview” • During Reading “Click and Clunk” • After Reading “Wrap-up”

Cognitive Strategy Instruction (CSI) • Self-Regulated Strategy-Development (SRSD) • Improves planning, production, and revision of text • Six steps • Develop and activate background knowledge • Discuss the strategy • Model it • Memorize it • Support it • Perform it independently

Cognitive Strategy Instruction (CSI) • Self-Regulated Strategy-Development (SRSD) https: //www. youtube. com/watch? v=IFRv. OAf 80 z. Y

Cognitive Strategy Instruction (CSI) • Writing an opinion essay: Specific strategy to be taught depends on the genre of interest • i. e. POWTREE • P – pick an idea • O – organize notes • W – write and say more • T – topic sentence • R – reasons – at least three • E – explain each reason https: //www. youtube. com/watch? v=SMQr. CH 5 k. KJw • E - Ending

Cognitive Strategy Instruction (CSI) • Solve It! Math Problem Solving • Teaches students the cognitive processes and self-regulation strategies necessary to solve math word problems effectively and efficiently • 7 cognitive processes • Read • Paraphrase • Visualize • Hypothesize • Estimate • Compute • Check

Cognitive Strategy Instruction (CSI) • Practicality of CSI • Can be used with individuals, small or large groups • Requires commitment from both teachers and students • Must see the value of the strategy • Need to perceive the link between effective strategy use and learning outcomes, as well as their own agency • Teachers must consider the usefulness of the strategies • Flexibility acts as a major advantage

Cognitive Strategy Instruction (CSI) https: //www. youtube. com/watch? v=h. Ar 6 b. Ebiyik

Teaching Matters - Metacognition • Metacognition walks students through process of thinking about learning • i. e. Think aloud; think, pair, share; wait time; showing them what it is you’re thinking • Learned through explicit instruction and internalize information • Motivates students to share strategies and how they came to solutions