Chapter 8

Chapter 8

Consider your CSEL lesson sequence.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

   As students gain knowledge of this domain, they will learn things like convert and overt strategies. It is important for students to learn how they learn. This is give them the skills to help themselves more effectivley throughout school.

Create an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills.

    It is important that we give students the skills they need to understand their personal learning more clearly. This could be done in think- aloud strategies or actually surveyed test. This link talks more about different possibilities of what teachers could do.http://fcit.usf.edu/mathvids/strategies/tms.html

     As I prepare to be a special education teacher, I am always considering vast amounts of accommodations that could be made for each lesson I plan. Chapter 8 explicitly mentions accommodating students with special needs in regards to metacognition skills. The text says that we, as teachers, may have to teach students with disabilities specific metacognitive skills. Students may not know how they learn or have the skills to do this on their own. When this case arises, I could make accommodations such as scaffolding, guided assistance, partially filled in outlines etc.