Typically cognitive modeling should be in the form of

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

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

Ask a homework question - tutors are online