Strategies for Cognitive Strategy Instruction Chapter 13

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Strategies for Cognitive Strategy
InstructionChapter 13

• Stephanie Cosgrove
• Danielle Dunn
• Melissa Gillispie
• Jennifer Dooley

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Types of Cognitive Strategy Learning

• Learning strategies
• Thinking strategies

Cognitive Strategy Instruction
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Learning Strategies(strategies that help you
learn)

• Cognitive domain strategies
• Affective domain strategies

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Cognitive Domain Strategies

• These strategies help the learner process new
  information. They include
• Organizing strategies
• Elaborating strategies
• Rehearsing strategies
• Metacognitive strategies (comprehension
  monitoring strategies)

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Organizing Strategies

• These strategies help learners arrange
  information to help with memory.
• Examples
• Graphic organizers
• Outlining
• Grouping or arranging information

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Elaborating Strategies

• These strategies help learners understand new
  information by connecting it to prior knowledge.
• Examples
• Mental imagery
• Paraphrasing
• Analogies

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Rehearsing Strategies

• These strategies help learners process
  information that is not easily learned through
  organization or elaboration strategies.
• Examples
• Reciting the information aloud
• Writing the information repeatedly

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Metacognitive strategies (comprehension
monitoring strategies)

• These strategies deal with the learners ability
  to analyze his/her own thinking or learning and
  determine whether the learner is comprehending
  the material.
• Example Self-questioning

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Affective Domain Strategies(also known as
support strategies)

• These strategies involve self-motivational
  skills linked with learning.
• Examples
• Time management
• Stress reduction techniques
• Positive self-talk

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Thinking Strategies

• These strategies help learners solve problems or
  create new ideas.
• Divergent-production is a common strategy
  involving the generation of multiple hypotheses.
• Problems in instruction of these strategies stem
  from the need for content knowledge of the
  situation in which the strategy is implemented.

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Cognitive Strategy Instruction

• Instruction Development Processes
• General Approaches
• Lesson Events

End Show
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Instruction Development Processes

• Analyze the task.
• Analyze learners ability to complete the task.
• Select a strategy.
• Use the strategy.
• Evaluate the strategy.
• Revise.
• (p. 246)

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General Approaches(can be embedded or detached
from regular instruction)

• Discovery and guided discovery
• Observation
• Guided participation
• Strategy instruction in books and courses
• Direct explanation (teacher directed)
• Dyadic instruction
• Self-instructional training

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Discovery and Guided Discovery

• Discovery is when the learner figures out the
  strategy on his/her own.
• Guided discovery is when the teacher directs the
  discovery through guided questioning.

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Observation

• The cognitive strategy is modeled.
• The learner observes the use of the strategy.

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Guided Participation

• Teacher guided
• Teacher works with students to identify effective
  strategies and the steps needed to employ the
  strategies.

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Strategy Instruction in Books and Courses

• This approach uses ready-made materials to
  instruct cognitive strategies.

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Direct Explanation (Teacher Directed)

• In this approach the teacher uses direct
  instruction to provide examples and the steps for
  implementing the cognitive strategy.

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Dyadic Instruction

• One to one, student and teacher interaction
• The teacher models the strategy and the learner
  replicates.
• Teacher provides feedback

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Self-instructional Training

• Teacher interacts with students (and may model
  strategy).
• Students are encouraged to engage in private
  speech (instructing themselves).

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Lesson Events

• Direct explanation of when and where strategy can
  be used.
• Tell the specific steps of strategy.
• Demonstrate/model strategy.
• Provide examples of situations when the strategy
  is and is not applicable.
• Practice strategy with different degrees of
  difficulty.
• Provide feedback
• Encourage learners to transfer strategy to other
  appropriate contexts.
• (p. 248)

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