Because metacognitive strategies appear obvious, some teachers might believe that students in intermediate grades begin the school year cognizant of these strategies and experienced in using them.Cognitive learning systems the truth is, most students are unaware of the metacognitive process. Yet only through “thinking about thinking” and using metacognitive strategies do students truly learn.Cognitive learning systems with that in mind, consider the following three main reasons to teach metacognitive strategies.

Good readers know how to use cognitive and metacognitive strategies together to develop a deeper understanding of a book’s theme or topic.Cognitive learning systems they learn or “construct knowledge” (using cognitive strategies) through a variety of methods, and then recognize (using metacognitive strategies) when they lack understanding and, consequently, choose the right tools to correct the problem.Cognitive learning systems

For many students, explaining their thought process is a daunting task. They may think, "how do I explain what I think? I don’t know what to say.Cognitive learning systems my teacher usually helps me out." these students need opportunities to take their thinking to a higher level and express themselves clearly.Cognitive learning systems small-group activities, especially those with a teacher's guidance, provide them with the right opportunities.

Good readers take charge of their reading by monitoring their own comprehension, and K–2 students need direct instruction on how and why to do this.Cognitive learning systems the first step is recognizing whether or not confusion exists by asking "do I understand what I just read? Or what does the author really want me to know about this text?" readers who take responsibility for their own comprehension constantly question the text and their reactions to it.Cognitive learning systems

At first glance, teachers might think that students automatically use metacognitive strategies. However, when one child was asked what she was thinking about while reading, she replied, “I’m not thinking.Cognitive learning systems I’m reading.” unfortunately, that simple, honest statement is true for students in all content areas who see reading, writing, math, science, and social studies as “subjects” rather than opportunities to think and reflect.Cognitive learning systems yet only through using metacognitive strategies can they truly learn. With this thought in mind, let’s look at two compelling reasons to teach metacognitive strategies in the primary years (fogarty 1994):

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• good readers learn how to use cognitive and metacognitive strategies in conjunction to develop a deeper understanding of a content-area topic, a character’s motives, a book’s theme, and the like.Cognitive learning systems they construct knowledge through a variety of different venues (cognition), and they identify when they no longer understand and what they can do about it (metacognition).Cognitive learning systems therefore, constructing understanding requires both cognitive and metacogntive elements.

Say: "have you ever been reading a book and found yourself staring off into space?Cognitive learning systems whether you knew it or not, you were probably wondering about what you read. Often, when you pause in your reading, you find yourself thinking about a character in the story or an amazing fact about a topic.Cognitive learning systems you’re revisiting some of the ideas in your reading and asking yourself what they mean.

Continue reading the big book, and ask students to think about the topic as you read.Cognitive learning systems after you are finished, ask students to write or draw in their reader-response journals, expressing ideas or questions that they have about what the author was trying to say.Cognitive learning systems after students are finished, ask them to share their responses and to discuss why these ideas were important to them as they read.

The goal of the lesson is for students to be able to apply what they have learned to future readings.Cognitive learning systems ask: "what are we going to do as we read the next book?" (think about what we are reading so that we can record our ideas in our journals.) have students listen carefully as you read aloud or conduct another shared reading session.Cognitive learning systems ask them to record at least one major idea in their journals and then share their responses in a small group or with a partner. If students have questions about the text, encourage other students to suggest answers.Cognitive learning systems

Students and quality instruction should be at the heart of any decision you make in designing your classroom environment. Students must feel safe and secure.Cognitive learning systems there should be an underlying emphasis on learning. Just as the physical environment demands meticulous planning, the emotional environment of your classroom is of utmost importance.Cognitive learning systems class-building activities and class meetings are one way to ensure that you are supporting the emotional needs of your students. During class meetings, students are given the opportunity to give and receive compliments and appreciation.Cognitive learning systems class problems that arise are solved through discussion and brainstorming of possible solutions as a group.

With class building and class meetings as an integral part of your day, you will see the relationships among your students grow.Cognitive learning systems they will become more positive and supportive of one another. The students will realize how good it feels to receive praise for doing a good job!Cognitive learning systems they will become gracious and learn to accept praise and to appreciate that praise. You have set the stage for increasing intrinsic motivation in your students.Cognitive learning systems

An important principle for new teachers to understand is the difference between general rules (respect others) and specific rules (do not use vulgar or offensive language).Cognitive learning systems while experienced teachers may be able to run a well disciplined class using general rules, it is often best for new teachers to start with specific rules.Cognitive learning systems as students learn more about the behavior you expect, you can revise your rules to make them more general.

Another important principle is the need to limit the numbers of things you expect your students to memorize to three to five items.Cognitive learning systems phone numbers, credit cards, social security numbers, etc.—all have numbers clustered in no more than five per set. This is because people find it easier to remember numbers in groups of three to five.Cognitive learning systems if you post a list of rules that is twenty items long, students will not be able to recall and follow them all.

Wise teachers choose their battles carefully.Cognitive learning systems decide upon three to five important, specifically stated rules if you are a new teacher. Post these rules before the first day of class and introduce them the first day of school.Cognitive learning systems distribute copies to students on the first day and refer back to the rules numerous times throughout the first week and beyond as necessary.Cognitive learning systems

While students need to understand clearly why the rules were selected, their involvement in this process does not need to be democratic. Rather than having students create the high-priority rules for the class, have them create lists of behaviors that would increase their ability to learn in class.Cognitive learning systems this helps them share in the responsibility for behavior but still allows the teacher to have the final word regarding which rules are non-negotiable.Cognitive learning systems

Procedures are the heart of an organized classroom. Harry and rosemary wong define procedures and routines in the following manner: “A procedure is what the teacher wants done.Cognitive learning systems A routine is what the students do automatically.” procedures are the beginnings of routines in our classrooms. We all want to have classrooms that run efficiently.Cognitive learning systems teachers who have well defined and understood procedures rarely have any discipline problems. These teachers’ classrooms seem to run on their own.Cognitive learning systems in fact, they do. Students know what to do and how to do it because the teacher has explicitly taught each procedure. The procedure is practiced and practiced until it becomes a routine.Cognitive learning systems it becomes the way tasks are accomplished.

Before the first day of school, teachers should take time to determine the procedures that organize the classroom environment.Cognitive learning systems these procedures can be as simple as how students enter the room and as complex as what their options for work are when they have completed the main assignment.Cognitive learning systems teachers are encouraged to plan these procedures in advance in explicit detail. At first you might think that your students are too old for this type of direct instruction.Cognitive learning systems remember they are your students for the first time, not the same students you trained to be efficient the year before. Classroom management and organization run more smoothly if students are given the opportunity to learn the classroom procedures through direct instruction rather than through trial and error.Cognitive learning systems

You have to find the appropriate time to introduce and teach these procedures to students. Make a list of your procedures and then sort them by importance.Cognitive learning systems which ones do you have to teach in the first five minutes of the day, within the first hour, within the first day, within the first week, or within the first month?Cognitive learning systems sorting your procedures this way is important so that you don’t overwhelm your students. They need to absorb the information and begin the process of moving from procedure to routine.Cognitive learning systems in addition to studying procedures, take the time to study the supply list and its intended uses. This will save you time and confusion when your students bring in their supplies.Cognitive learning systems it will also facilitate the beginning of meaningful instruction and the proper use and storage of materials.

Students need to know exactly what is expected.Cognitive learning systems they must know what proper behavior/action is and is not. This requires time and role-playing during the first weeks of school. These role-playing experiences should be specific and teach a certain procedure.Cognitive learning systems procedures take time to teach, but you will regain the time during the year. You will not have to stop instruction in order to handle procedural concerns.Cognitive learning systems once you are past the first two weeks of school, your students will move from procedure to routine.