Metacognitive Student (ePub)

What if there was one strategy you could use to support students academically, socially, and emotionally? It exists--and it's simple, straightforward, and practical. In this results-focused resource, the authors dive deep into the what and how of structured SELf-questioning. Begin using this powerful academic and socioemotional approach in your own classroom to develop students into thriving thinkers who are confident, healthy, adaptive, and resilient.

Use this resource to help effective education thrive in your classroom:

• Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both.


• Learn to implement effective SELf-questioning into academic instruction to foster both academic and social-emotional learning (SEL).


• Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level.


• Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context.


• Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school.

Contents:

Introduction

Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy

Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics

Chapter 3: Structured SELf-Questioning for Social Problem Solving

Chapter 4: Structured SELf-Questioning in Reading Comprehension

Chapter 5: Structured SELf-Questioning in Reading Decoding

Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing

Chapter 7: Structured SELf-Questioning for Emotional Recognition

Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving

Chapter 9: Transfer Theory and SELf-Questioning

Chapter 10: Structured SELf-Questioning for Social Studies

Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science

Chapter 12: Autonomous Use of SELf-Questioning and Metacognition

Epilogue