2 ASSIGNMENTS DUE IN 36 HOURS Metacognition (ASSIGNMENT 1)
DUE IN 36 HOURS
Metacognition (ASSIGNMENT 1)
Describe metacognition in your own words. What are some metacognitive skills that you utilize when learning something new? Why do you think it is important for students to have these skills? How can students be taught to think? Provide at least two examples. Utilize the text and any additional resources to support your response.
IDEAL Strategy (ASSIGNMENT 2)
Metacognitive skills allow students to become aware of their own learning process and choose among various cognitive strategies that will allow them to be self-regulated learners. One such cognitive skill is modeling for students how to effectively problem solve. You will model this cognitive tool by using the IDEAL problem-solving strategy found in Chapter 6.5: Approaches to Teaching Thinking.
Bobby is a student in your fifth grade class with autism. Bobby is extremely bright and can fully engage in assignments with much independence, except activities that involve group work. In most instances, he has difficulty working with others and tends to get angry when students don’t listen to him. Often times, you find him in the corner of the room pouting.
- Using the IDEAL strategy, develop a possible solution to this problem. Describe your solution and how you employed the IDEAL strategy, clearly listing the five steps.
- Reflecting on the IDEAL strategy, did you find the process helpful in solving a particular classroom dilemma? Why or why not?
Imagine that you have the perfect teaching job (you are teaching the grade level and content that you desire). Describe how you might teach the IDEAL strategy to your own students. Why would doing so be beneficial? What might reasonably go wrong?
Be sure to use the textbook with at least one other scholarly source to support your responses and include both an introduction and conclusion to your written assignment. Your paper should follow APA formatting guidelines as outlined in the Ashford Writing Center, be double spaced, three to five pages in length (not including title and reference pages), and written in Times New Roman 12 pt.
- LeFrançois, G. R. (2018). Psychology for teaching (2nd ed.). Retrieved from https://content.ashford.edu
- Chapter Five: Behaviorism and Social Cognitive Theory
- Chapter Six: Cognitive Models for Teaching
- Boyles, N. (2013). Closing in on close reading. Educational leadership, 70(4). 36-41. Retrieved from http://www.ascd.org/publications/educational-leadership/dec12/vol70/num04/Closing-in-on-Close-Reading.aspx
- wetalearningmedia. (2008, May 19th). Watch & learn: text comprehension. (Links to an external site.) [Video file].
Retrieved from http://www.youtube.com/watch?v=rbnwBVrJVdY