However, educators can support Metacognition by asking students to practice evaluating their own knowledge or thinking (for example, through formative assessment such as peer feedback, teacher check-ins, or self-assessment checklists or inventories), and to practice using these evaluations to effectively plan and direct their own learning.
However, educators can continue to support their learners' Metacognition, such as by helping them to practice evaluating their own knowledge or thinking (e.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191-219.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
Disciplinary Literacy is also important for adults in higher education settings, particularly when they are asked to analyze and create texts using the conventions of different academic subjects.
Executive functions are a huge contributor to this metacognitive skill, supporting learners' ability to manage time, focus Attention, and manage multiple tasks to achieve goals as early as the first year of life.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
Ashburner, J., Ziviani, J., & Rodger, S. (2008). Sensory processing and classroom emotional, behavioral, and educational outcomes in children with autism spectrum disorder. American Journal of Occupational Therapy, 62(5), 564-573.
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