Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas

153 Pages·2016·2.45 MB·English

by  Donna Wilson

Education
T
E Donna Wilson Marcus Conyers
A
Teaching Students to Research suggests that metacognition is key C
H
to higher student achievement, but studies of IN
DRIVE THEIR classroom practice indicate that few students are G S
T
taught to use metacognition and the supporting U
D
BRAINS cognitive strategies that make learning easier. You EN
T
S
can teach metacognition to your students, so why T
O
wouldn’t you? This book shows you how. D
R Teaching Students to
Metacognition is a tool that helps students unlock IV
Metacognitive Strategies, E
T
Activities, and Lesson Ideas their brain’s amazing power and take control of H
E
their learning. Educational researchers and pro- IR
B
fessional developers Donna Wilson and Marcus Conyers have been exploring and R
A DRIVE THEIR
using the explicit teaching of metacognition for years, and in this book they share IN
S
a practical way to teach preK–12 students how to drive their brains by promoting
the following practices:
• Adopt an optimistic outlook toward learning,
• Set goals,
BRAINS
• Focus their attention,
• Monitor their progress, and
• Engage in practices that enhance cognitive flexibility.
W
Guiding students to become more metacognitive in their learning is consistent ils
with the Every Student Succeeds Act, which seeks to improve excellence and equity on
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present a unique blend of useful metaphors, learning strategies, and instructional n
y
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tips you can use to teach your students to be the boss of their brains. Sample rs
lessons show these ideas in a variety of classroom settings, and sections on profes-
sional practice help you incorporate these tools (and share them with colleagues Metacognitive
and parents) so that you are teaching for and with metacognition.
Strategies,
Activities, and
$23.95 U.S.
Browse excerpts from Lesson Ideas
ASCD books:
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Alexandria, Virginia USA
STUDY
GUIDE
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Teaching Students to
DRIVE THEIR
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Donna Wilson Marcus Conyers
Teaching Students to
DRIVE THEIR
BRAINS
Metacognitive Strategies, Activities,
and Lesson Ideas
Alexandria,
Virginia USA
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Library of Congress Cataloging-in-Publication Data
Names: Wilson, Donna (Psychologist), author. | Conyers, Marcus, author.
Title: Teaching students to drive their brains : metacognitive strategies,
activities, and lesson ideas / Donna Wilson and Marcus Conyers.
Description: Alexandria, VA : ASCD, 2016. | Includes bibliographical
references and index.
Identifiers: LCCN 2016011184 | ISBN 9781416622116 (pbk.)
Subjects: LCSH: Learning, Psychology of. | Metacognition.
Classification: LCC LB1060 .W554 2016 | DDC 370.15/23–dc23 LC record available at
http://lccn.loc.gov/2016011184
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To educators who teach for and with metacognition and who con-
sistently engage in the process of becoming more effective teach-
ers. And to Bob Sylwester, who has been a colleague and friend for
more than 20 years. In 1995, his work, A Celebration of Neurons,
further opened our eyes to the tremendous potential for improving
teaching and learning by applying key aspects of cognitive neuro-
science in educational settings. He has been a source of support in
our own writing for two decades.
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Teaching Students to
DRIVE THEIR
BRAINS
PrPerfaecfaec .e.. ....................................................................................................................................................................................................i.xxx
AcIknntroowdluedctgimone ntot sM ...e..t..a..c..o..g..n..i..t.i..o..n.. . ....................................................................................................... .x..i.ixix
Introduction to Metacognition ............................................................1
Chapter 1 The Case for Teaching
Chapter 1 The Case for Teaching
for and with Metacognition ...................................xx
for and with Metacognition ......................................7
Chapter 2 Metacognition and
Chapter 2 Mtehtaec Loeganrintiionng aBnrdai n ..................................................xx
the Learning Brain ...................................................24
Chapter 3 Practical Optimism to
Chapter 3 PrIamctpicraolv Oe pMtiomtiivsamti oton Iamndp rPorvoeductivity ................xx
Motivation and Productivity .................................41
Chapter 4 Goal Setting and
Chapter 4 GoPalla Snentitning gf oarn Lde Palranninnign .g...........................................xx
for Learning ...............................................................54
Chapter 5 Selective Attention
Chapter 5 Sealencdt iWveo Arktitneng tMioenm ory .............................................xx
and Working Memory ...............................................71
Chapter 6 Strategies for Self-Monitoring
Chapter 6 Starantde gLieeasr fnoirn Sge wlfi-tMh oPneietrosr .i.n...g.. .................................xx
and Learning with Peers .........................................89
Chapter 7 Start and Finish Strong
Chapter 7 Stwaritt han Mde Ftainciosghn Sittiroonn .g.. ..............................................xx
with Metacognition ................................................108
References .............................................................................................xx
References ...........................................................................................122
Index .......................................................................................................xx
Index ......................................................................................................129
About the Authors ..............................................................................134
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