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Traga Philippakos, Zoi A. – Language and Literacy Spectrum, 2021
The purpose of this paper is to review the utility of think alouds in writing instruction and highlight the function of think-aloud modeling in the development of cognitive and metacognitive strategies that support learners' independence. For these purposes, modeling with coping is also explained. Coping models, in which teachers encounter…
Descriptors: Protocol Analysis, Writing Instruction, Metacognition, Writing Strategies
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Haugh, Todd – Journal of Legal Studies Education, 2019
This article's goal is to encourage the use of modeling as a pedagogical approach, particularly in business law and ethics education. It attempts to do so in three parts. First, it sets forth the expert-novice knowledge gap problem. It draws on academic research regarding expertise from a diverse set of fields to demonstrate how experts and…
Descriptors: Business Administration, Ethical Instruction, Expertise, Novices
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Garwood, Justin D.; Ampuja, Abby A. – Intervention in School and Clinic, 2019
As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and…
Descriptors: Inclusion, Emotional Disturbances, Behavior Disorders, Students with Disabilities
MacArthur, Charles A.; Philippakos, Zoi A. – Teachers College Press, 2023
Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based…
Descriptors: Writing Instruction, College Readiness, Career Readiness, Critical Literacy
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Crossland, John – Primary Science, 2015
Learning depends on the effective use of basic cognitive processes such as memory and attention, but for optimal learning, learners also need to have awareness of, and control over, these cognitive processes. The literal meaning of metacognition is cognition about cognition or, more informally, thinking about your thinking: a good starting point…
Descriptors: Metacognition, Protocol Analysis, Faculty Development, Thinking Skills
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Kershen, Julianna Lopez – Journal of Language and Literacy Education, 2018
Based on experiences teaching a middle grades literacy course for pre-service teachers, this "Voices from the Field" article examines how challenging texts provoke adult learners to more closely attend to their reading experiences. By engaging with difficult texts, pre-service teachers experience frustration and confusion while reading.…
Descriptors: Preservice Teachers, Metacognition, Adult Learning, Protocol Analysis
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Benton, Carol W. – Music Educators Journal, 2013
Metacognition is a type of thinking in which learners think about their own cognitive processes. Because it transcends disciplines and grade levels, metacognition is useful in many educational settings and can be transferred from the music classroom to other subject areas. Music educators can promote metacognition by designing and implementing…
Descriptors: Music Education, Metacognition, Classroom Techniques, Educational Strategies
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Pizzini, Edward L.; And Others – Science Teacher, 1988
Describes a model that teaches a problem-solving process and provides students with the opportunity to practice, develop, and enhance their thinking skills. States that applying learning to real problems is needed to increase a student's thinking ability. Provides diagrams of the problem-solving cycle and levels of thinking. (RT)
Descriptors: Cognitive Processes, Critical Thinking, Learning Processes, Learning Strategies