Encouraging metacognition : supporting learners through metacognitive teaching strategies
- Patricia Liotta Kolencik & Shelia A. Hillwig.
- New York : P. Lang, c2011.
- Physical description
- xiii, 183 p. : ill ; 24 cm.
- Educational psychology (New York, N.Y.) v. 12.
Education Library (Cubberley)
LB1590.3 .K655 2011
- Unknown LB1590.3 .K655 2011
- Includes bibliographical references and index.
- Metacognition: a bit of theory
- The language of thinking: creating a metacognitive vocabulary in the classroom
- Thinking aloud
- Thinking journals
- Thinking with mnemonics
- Thinking maps
- Thinking as a reader
- Meta Q: thinking with questioning
- Meta-S: thinking while studying
- Thinking actively: more metacognitive strategies
- Appendix A: Thinking as a learner: best practices
- Appendix B: Thinking as a learner: self-monitoring checkbric
- Appendix C: Thinking as a learner: metacognitive rubric.
- Publisher's Summary
- Drawn from a combination of the current metacognitive research and the authors' extensive educational backgrounds, this book is a compilation of essential metacognitive strategies to challenge students to learn to think and to think to learn. After first reviewing the concept of metacognition - its dimensions, distinctiveness, and importance as supported by the literature - the book then outlines several metacognitive strategies and how to incorporate and implement them in one's daily classroom practice. These fundamental and transparent methods aim to enable the teacher to act as a role model and to improve the development of learning. Focusing on student success and achievement and independent learning, the book will be a valuable resource for every educator.
(source: Nielsen Book Data)
- Publication date
- Educational psychology: critical pedagogical perspectives, 1943-8109 ; v. 12
- 9781433112737 (pb : alk. paper)
- 1433112736 (pb : alk. paper)
- 9781433112744 (cb : alk. paper)
- 1433112744 (cb : alk. paper)