Metacognitive instructional approaches
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Metacognitive Instructional Approaches. Chapter 11. Model. Antecedent Inner Language Behavior Consequence. Metacognitive Activities. Planning of the cognitive task Self-instruction to complete the task Self-monitoring. Learning Strategies. Use of acronyms to structure inner language

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Model l.jpg
Model

  • Antecedent

  • Inner Language

  • Behavior

  • Consequence


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Metacognitive Activities

  • Planning of the cognitive task

  • Self-instruction to complete the task

  • Self-monitoring


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Learning Strategies

  • Use of acronyms to structure inner language

    • RIDER – reading comprehension

      • Read, Imagine, Describe, Evaluate, Repeat

    • SLANT – note-taking

      • Sit-up, lean forward, activate your thinking, name key information, track the talker

    • SCORER – take multiple-choice tests

      • Schedule your time, clue word use, omit difficult questions, read carefully, estimate your answers, review your work


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Learning Strategies Cont.

  • PLEASE – improve paragraph writing

    • Pick a topic, list ideas, evaluate list, activate the paragraph with topic sentence, supply supporting sentences, end with concluding sentence, evaluate work

  • SCORE A – preparing research paper

    • Select topic, create categories for the information about topic, obtain sources, read and take notes, evenly organize the information, apply the process writing steps

  • FAST – social problem solving

    • Freeze and think about the problem, alternatives to be generated, solution, try it


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Other Metacognitive Strategies

  • Story map

  • Story retelling

  • Story frame

  • Graphic organizers

  • Semantic mapping


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Reciprocal Teaching

  • Prediction

  • Question generation

  • Summarizing

  • Clarifying

  • Note: teacher and students take turns as instructional leader


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Self-Monitoring

  • Use of visual prompt

  • Audio prompt

  • Data check sheets

  • Letter-by-letter proofing – monitor and correct spelling


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