Self-instructions
Overview
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking. By talking through steps and procedures, learners are able to go through multi-step math processes and consciously direct their Attention to relevant aspects of their learning, retaining these processes in Long-term Memory.
Example: Use This Strategy in the Classroom
Learn how these teachers promote Metacognition in their classrooms. From 0:52, watch how teachers model articulating how they solve a problem and prompt students to explain their own thinking. This allows the students to become aware of how they think while also providing teachers insight on how students are understanding the concepts.
Design It into Your Product
Videos are chosen as examples of strategies in action. These choices are not endorsements of the products or evidence of use of research to develop the feature.
Watch how this teacher uses Google Docs to annotate an article. By using comments to summarize her thoughts, she can visually see her thought process.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Metacognitive Supports Strategies
Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
When students monitor their comprehension, behavior, or use of strategies, they build their Metacognition.
