Spotlight on Language-Based Teaching is a monthly e-resource free to all who join the Outreach mailing list. Each issue highlights a teaching strategy and explains the how-to of implementing it.
As mentioned in the previous issue of Spotlight on Language-Based Teaching, metacognition means "thinking about thinking." By definition, metacognition refers to the higher-order thinking that enables understanding, anaylsis, and control of one's cognitive processes, especially when engaged in learning (dictionary.com). This allows students to make sense of what they are reading as well as determine when material does not make sense and how to address those issues. In other words, metacognition deals with the capacity to self-monitor, self-assess, and self-evaluate in order to locate and fix a difficulty in comprehension.
Reasearch has proven that the ability to demonstrate metacognitive thought during reading is critically important for both the beginning and accomplished reader. In order for any student to read appropriately, whether learning to read or reading to learn, metacognition delves deeper than fluency and word recognition and focuses on the ability to assess understanding. So how do we teach those metacognitive skills to students? Through modeling and supportive practice. Click on the links below for suggestions. In addition, we'll continue to organize the resources in relation to Landmark's Six Teaching Principles™. For the full text of the Landmark Teaching Principles™, including "Provide Models," click here.
STRATEGIES TO DOWNLOAD
strategies for modeling
Explore various strategies for modeling and teaching metacognition.
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Let us know what you think! Email email@example.com to share your thoughts and strategies.