1. Chapter 10: High-Leverage Practice 5: Metacognitive Strategies

2. 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

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

4. 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”

5. 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

6. 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
E - Ending

7. 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

8. 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

9. 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