 Brain Fact
Metacognition (awareness of how our minds are
working when we are learning something) does not emerge full-blown in late
childhood in some "now you have it, now you don't" manner. The
evidence suggests that, like other forms of learning, metacognition develops
gradually and is as dependent on
knowledge as experience.
How People Learn:
Brain, Mind, Experience, and School, 2000
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June Learning Tip
Students don't tend to consider how they learn (strengths and
weaknesses) until they have faced some sort of academic struggle. In fact,
there are students who enter high school or college who have never
experienced what it feels like to really struggle on a task. Eventually, when
these students are confronted with a task that does not "come easily"
they often become frustrated or simply give up because they lack effective
strategies and the practice of using them. |
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 Strategies That Work
If students are going to learn intentionally, they need to
become aware of how their minds are working when they are learning something.
The more they are able to describe how
they learn best on given tasks, the easier it will be to choose useful
strategies.
Parents/Teachers can encourage students to
consider the following general metacognitive questions that can be applied to
any task:
-What's the purpose of learning this material?
-Do I know anything about the topic?
-What strategies will help me?
-Do I understand the material as I work?
-How should I correct answers?
-Have I accomplished my goal?
(Bruning, Schraw & Ronning, 1995)
Once strategies have been identified the following
steps will help the student begin to apply them on his/her own:
-Parent/Teacher models the strategy for the student
-Have student perform the strategy with assistance
-Remind the student when the strategy could be used
-Praise the student every time the strategy is used
-Provide practice opportunities to use the strategy
-Encourage the student's self-choice of the strategy
-Help the student master the strategy
-Select a new strategy
(Help for the Struggling Student, Mimi Gold, 2003)
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CSS Summer Courses Announced
CSS will be offering Teaching with Talent , Knowledge and Skill (ND5010) and Collaborative Practices (ND5030) - no pre-requisites and the Role of Attention and Memory in Learning (ND5050) this summer- ND5020 is the pre-requisite for this course. Download a PSU summer registration form. Note: Use this form if you are part of the graduate degree program. If not, see the flyers below. There is a different registration format.
Understanding the Minds of Struggling Learners, a four day course with no pre-requisites, will be offered June 24, 25 & 28-29 at CSS. Download a flyer about this course. Neurodevelopmental Approach to Differentiated InstructionA two-day interactive course designed to help educators examine their teaching approach to students with learning differences. It offers an introduction to functions of the brain that impact teaching and learning. Participants will gain increased confidence in understanding struggling learners and ways to better manage the needs of all students in the classroom. The course will provide teachers with tools to identify and select effective instructional strategies to meet specific needs. The information will be framed in the context of RtI principles.
Two Locations: NCES, Gorham, NH: July 21-22 OR SERESC, Bedford, NH Aug. 17-18. Cost $300 (1 graduate credit available) Teaching with Talent Knowledge and Skillinformation if you are taking this course as a stand alone, not part of the graduate program. Looking at Student Work Collaboratively information if you are taking this course as a stand alone, not part of the graduate program. Download a CSS registration form
Click here for a complete 2010-2011 course schedule.
Visit www.centerforschoolsuccess.org for more information as well as course descriptions onThe Neurodevelopmental Approach to Teaching Masters and CAGS program CSS offers through a partnership with Plymouth State University. |
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CSS Courses Going On-Line
Many CSS courses will soon be available on -line. Starting September 2010, ND5000 (Foundations of Neurodevelopmental Theory) will be offered as an online option.
Visit www.centerforschoolsuccess.org for more information as well as course descriptions onThe Neurodevelopmental Approach to Teaching Masters and CAGS program CSS offers through a partnership with Plymouth State University. |
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About the Center for School Success
The Center for School Success, located in West Lebanon, NH, is a non-profit organization that helps struggling students achieve measurable success in school and in life. CSS offers learning assessments (grade 2-college), professional development and outreach services. CSS services help students, their parents and teachers apply recent brain-based research findings to link how the student learns best with a plan for success.
Phone: (603) 298-6700 | |
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