Integrate metacognitive strategy instruction across content areas and across before, during, and after phases of teaching¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend that, because metacognitive strategies facilitate reading comprehension, teachers integrate them into instruction for students at various ability levels, ages, and grade levels, and include them across content and skill areas and across the process of teaching: before, during, and after lesson. They also recommend reinforcing metacognitive strategies through instruction on maintaining and monitoring the reading process, using self-reflective questions such as How am I doing? Am I on the right track? How should I proceed?

Design Implications¶

Context¶

Requirements¶

• Teachers trained in metacognitive strategy instruction; lesson planning that embeds strategies before, during, and after the lesson

Constraints¶

• The recommendation responds to observed student deficiencies in maintaining and monitoring the plan of action

Target Learners¶

• students at various ability levels, ages, and grade levels (K-12)

Target Learning Goals¶

• reading comprehension
• self-monitoring of comprehension

Related Strategies¶

• KWL
• KWL Charts
• Integrate AI literacy across grades and subject-area learning rather than confining it to electives

Examples¶

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Key Sources¶

• Gil, A., Osiecki, N., & Juarez, A. (2001). Students Reflecting on What They Know. Paper presented at the XIX International Council for Innovation in Higher Education, Rome. https://eric.ed.gov/?id=ED457222