Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area (Your Guide to Metacognitive Instruction and So - Paperback

by Richard K. Cohen (Author), Deanne Kildare Opatosky (Author), James Savage (Author)

Dive deep into the what and how of structured SELf-questioning--a powerful strategy you can use to support students academically, socially, and emotionally. This resource contains vital metacognitive strategies and skills that educators can immediately use in their classroom.

Use this resource to help effective education thrive in your classroom:

• Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both.
• Learn to implement effective SELf-questioning into instruction to foster social-emotional learning (SEL).
• Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level.
• Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context.
• Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school.

Contents:
Introduction
Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy
Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics
Chapter 3: Structured SELf-Questioning for Social Problem Solving
Chapter 4: Structured SELf-Questioning in Reading Comprehension
Chapter 5: Structured SELf-Questioning in Reading Decoding
Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing
Chapter 7: Structured SELf-Questioning for Emotional Recognition
Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving
Chapter 9: Transfer Theory and SELf-Questioning
Chapter 10: Structured SELf-Questioning for Social Studies
Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science
Chapter 12: Autonomous Use of SELf-Questioning and Metacognition
Epilogue