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Unformatted text preview: Chapter 7, page 118 CHAPTER 7 Complex Cognitive Strategies and Self-Regulated Learning Chapter Outline y Reflecting on Student Thinking y Core theoretical concepts: Cognitive strategies, metacognition, and self-regulation Cognitive strategies Metacognition Self-regulated learning y Why are cognitive strategies important? Comparisons of experts with novices, and of high achievers with low achievers Training studies Large-scale instructional experiments Comparisons of instruction in effective and ineffective schools Implications for teachers y Strategies for learning, problem solving, and reasoning General self-regulation strategies Comprehension and memory strategies Problem-solving strategies Writing strategies Reasoning strategies y How are students self-regulated strategy use evaluated? Administering self-report assessments Students talk and written work y Strategy instruction: Making thinking public y Extensions Developmental changes Cultural and linguistic diversity Learning disabilities Applied goals What these key concepts mean. You will learn new concepts that will become a central focus of every lesson you plan as a teacher. Importance of strategy instruction. You will learn ways to make strategy instruction an important part of your curriculum. Useful cognitive strategies. You will learn a range of cognitive strategies that will be beneficial for your students to learn. You may find them useful, too, in your own studying. Methods to evaluate students strategy use. You will learn about three ways to evaluate your students strategy use. Diagnosing students strategy use during think alouds, group work, and class discussions. You will learn how to interpret students talk to diagnose their strategy use. Encouraging strategy use. You will learn how to help students make their thinking public, which is a good way to promote strategy development in classrooms. (You will learn more about strategy instruction in Chapter 16.) Reflecting on Student Thinking In this chapter, you will begin thinking about the kinds of strategies that effective students use when they are learning. You have already learned about memory strategies in Chapter 2. In this chapter, you will learn about a broader range of strategies for learning, problem solving, and reasoning. This Reflection is designed to help you start thinking about the strategies that effective learners use, and how these strategies compare to the strategies used by less effective learners. This Reflection shows data based on a study by educational psychologists (Chan, Burtis, Scardamalia, & Bereiter, 1992) who were interested in why some children learn more as they read text passages than other children do. They were also interested in why older children learn more from what they read than younger children do. To investigate these questions, the research team had students individually read two short nonfiction passages. The students ranged in age from first through sixth grade....
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This note was uploaded on 10/25/2011 for the course BYRNESEM 01:090:101 taught by Professor chinn during the Spring '11 term at Rutgers.
- Spring '11
- The Land