Module 3 Strand H4
Module 1 Module 2 Overview Map Caucus Home
Module 3 Strand H4
Metacognitive-Instructional Strategies
Modular Readings: Chapter 11, Bender text, ps. 306-320
Major Presentation(s), Caucus The "Major Presentation" Theatre
OVERVIEW
Major Points
1) Learning Strategies Involving Acronyms
a) letters in acronym typically specify steps to go through
b) steps include use of inner language
c) work well with adolescents with LD
2) Three Components of Metacognition
a) overall planning of task
b) self-construction to complete task
c) monitoring of task performance
3) Metacognition-Current Influences in LD Field
a) one of major theories influencing both research and practice
b) builds on components of behavioural model
c) adds emphasis of inner language to behavioural model
d) strategies based on this model work for many students with LD
4) Appropriate Use of Self-monitoring
a) student should have high success rate on problems s/he doing
b) used to increase completion of work
c) used to increase on-task behaviour
d) generally positively effects behaviour (unless behaviour disorder exists)
5) Psychological Foundations of Metacognition
a) cognitive psychologists consider inner language and self-instruction as an intervening step between antecedent and behavioural response
b) resulting metacognitive model of learning
1) antecedents
2) inner language
3) behaviour
4) consequences
c) cognitively based instructional strategies focus on providing instruction on all self-planning of learning
QUESTIONS, THOUGHTS AND POINTS TO
PONDER
There are a number of additional research efficacy articles on the Kansas learning strategies which are not referenced in the text. You may wish to look up the following and report back in Caucus as M3SH4:
Lenz, B.K., & Hughes, C.A. (1990). A word strategy for adolescents with learning disabilities. Journal of Learning disabilities, 23 (3), 149-163.
Ritter, S. , & Idol-Maestas, L. (1986). Teaching middle school students to use a test-taking strategy. Journal of Educational Research, 79, 350-357.
The foundation research by Michenbaum (here he is again!) Is crucial to a thorough understanding of metacognitive strategies for children with learning disabilities. After examining the four steps that follow, discuss or comment in Caucus as M3SH4 the strategies we’ve talked about in this course in relation to them:
1) The teacher performs the task and gives verbal instructions to him/herself.
2) The student performs the task while the teacher gives verbal instructions.
3) The student performs the task while giving him/herself verbal instructions.
4) The student performs the task using inner language for silent self-instruction.
Post your comments/ responses to the major presentation(s) around this topical idea to Caucus at the CRITIC’S CORNER.
M3 "Light"er side 
M3
Assignments