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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
Model
  • Antecedent
  • Inner Language
  • Behavior
  • Consequence
metacognitive activities
Metacognitive Activities
  • Planning of the cognitive task
  • Self-instruction to complete the task
  • Self-monitoring
learning strategies
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
learning strategies cont
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
other metacognitive strategies
Other Metacognitive Strategies
  • Story map
  • Story retelling
  • Story frame
  • Graphic organizers
  • Semantic mapping
reciprocal teaching
Reciprocal Teaching
  • Prediction
  • Question generation
  • Summarizing
  • Clarifying
  • Note: teacher and students take turns as instructional leader
self monitoring
Self-Monitoring
  • Use of visual prompt
  • Audio prompt
  • Data check sheets
  • Letter-by-letter proofing – monitor and correct spelling
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