This preview shows page 1. Sign up to view the full content.
Unformatted text preview: Summaries of Important Information and Planning Statements:
“What should I do first?” “This is what I have done so far.” • Accessing Relevant Prior Knowledge: “What did I learn yesterday
that can help me?” “This is like the problems we practiced Tuesday.” • Self-monitoring: “Did I do that right?” “I didn’t understand what I
just read, so I need to read it again.” 45 • Accessing Help: “Who should I ask for help?” “The encyclopedia
should have what I need.” • Self-reinforcement: I did that pretty well.” “I think that’s a good way
to do this.”” If you decide to utilize cognitive modeling in your classrooms, there are
some factors to consider. Typically, cognitive modeling should be in the form of
an interactive dialogue between the model and the learners, rather than a
monologue on the part of the model. For example, during cognitive modeling, a
teacher might ask students what they think needs to be done next, or the teacher
could begin a step in a process and invite students to finish it.
Also, remember that other students or symbolic models suc...
View Full Document
- Spring '08