The metacognitive student : how to teach academic, social, and emotional intelligence in every content area /
Cohen, Richard K.,
The metacognitive student : how to teach academic, social, and emotional intelligence in every content area / [print] Richard K. Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, Edward P. Darrah ; foreword by Maurice J. Elias. - Bloomington, Indiana : Solution Tree Press, (c)2021. - xvi, 238 pages : illustrations ; 28 cm
Metacognition & self-questioning: The underpinnings of the strategy -- Structured self-questioning for academic problem solving: Math K-12 -- Structured self-questioning for social problem solving K-12 -- Structured self-questioning in reading comprehension K-12 -- Structured self-questioning in reading decoding K-12 -- Structured self-questioning for inquiry-based research writing -- Structured self-questioning for emotional recognition K-12 -- Structured self-questioning for emotional regulation and emotional problem solving -- Transfer theory and SELF-Q -- Structured self-questioning for social studies K-12 -- Structured self-questioning and metacognitive components in science -- Autonomy AKA away with the mediators -- Conclusion.
"Stress and anxiety run rampant through modern schools, with both teachers and students dealing with seemingly unmanageable volumes of both daily. A common solution many school districts have tried is to introduce social-emotional learning (SEL) as part of school curricula, which has proven to help with stress and anxiety levels. However, SEL is challenging for teachers to implement effectively, often adding more stress to overwhelmed students and teachers than it takes away. Teachers need a way to practice and teach SEL simultaneously with academic content in order to achieve balance. To address this need, authors Richard K. Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, and Edward P. Darrah developed a simple, flexible strategy teachers and students can utilize as part of any academic content area and any grade level. The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area explains how teachers can learn and use with students a metacognitive approach the authors call structured SELf-questioning. With this strategy, students and teachers learn how to stop and think about their thinking (metacognition) and weave critical-thinking and problem-solving skills into everyday learning to increase self-awareness, self-management, social awareness, and responsible decision making. Through a metacognitive approach utilizing SELf-questioning, stress and anxiety lose their hold on classrooms so that effective education can thrive"--
Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., Darrah, E. P., & Elias, M. J. (2021). The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area (Your guide to metacognitive instruction and social-emotional learning). Solution Tree Press.
Richard K. Cohen is assistant superintendent of Metuchen School District in New Jersey and serves as co-adjunct faculty for Rutgers University. He is former principal of Red Bank Primary School in Red Bank, New Jersey, a Title I school with a majority English learner-student population, where he led collaborative school-improvement efforts resulting in dramatic increases in student proficiencies. Prior to Red Bank, Rick was the founding director of a new bilingual school, Colegio Americano, in San Salvador, El Salvador. Rick began his teaching career as a Teach for America corps member in 1996 in Phoenix, Arizona.
Deanne Kildare Opatosky has worked in the field of education for over twenty years. As president of BDO Consulting Services, she facilitates extensive professional development for both novice and experienced teachers in urban and suburban settings throughout New Jersey. Through the sustained, targeted, differentiated, and job-embedded support she provides, many districts confirm that her work directly impacts student achievement, often yielding high growth as evidenced by data. Deanne has provided staff development to diverse populations, including underperforming low-income public school districts through her work with the Academy for Urban School Transformation, as well as affluent private schools such as the American School in Switzerland in Puerto Rico.
James Savage is a term assistant professor of English at George Mason University in Fairfax, Virginia. He teaches writing courses while pursuing a PhD in writing and rhetoric, and his research interests include metacognition and transfer, language justice, and the rhetoric of memory. James has taught academic writing to undergraduate and graduate international students as part of a joint venture between INTO University Partnerships and George Mason. He also served as the course liaison between the English department and INTO Mason, where he helped to develop curricula, onboard new faculty, and co-coordinate various undergraduate courses. James has over twenty years experience as an educator in various contexts, including as a seventh-grade English teacher in Phoenix, Arizona, and as a high school English teacher in Silver Spring, Maryland.
Susan Olsen Stevens is an educational consultant in Saint Augustine, Florida. Her teaching experience spans private, public, and international schools, as well as homeschooling. Susan's thirty-one years of teaching are roughly divided into halves: she spent one half teaching grades preK-12 art, including AP levels, and the other half teaching grades 3-12 English language arts. Susan served as curriculum coordinator for early childhood through middle school at Country Day School in Costa Rica and was the language arts curriculum team leader at both Country Day School and International American Academy in Guayaquil, Ecuador. Her mission as a teacher is to inspire a joyous exuberance in learning--especially in reading conjoined with writing as a way to learn and communicate important ideas.
Edward P. Darrah is a licensed and certified professional counselor in the state of Pennsylvania and is triple board certified in counseling, school counseling, and telemental health. He is currently a full-time staff member at Temple University and serves as a mental health and performance counselor with Temple University athletics. In 2015, Edward founded Edward Darrah Counseling & Athlete Wellness Consulting, LLC, a private practice in Lower Merion, Pennsylvania. Edward's career in education started in Lower Merion School District in Ardmore, Pennsylvania, in 2010. His extensive training in mental health has provided him the opportunity to work within diverse educational settings and a range of student populations.
9781951075033 195107503X
2021001749
Metacognition in children.
Affective education.
Social intelligence.
Emotional intelligence.
Academic achievement.
Mathematics--Study and teaching.
Reading comprehension--Study and teaching.
Social sciences--Study and teaching.
Science--Study and teaching.
Instruction Methods
Educational Psychology.
Education.
LB1050.2.C644.M483 2021
The metacognitive student : how to teach academic, social, and emotional intelligence in every content area / [print] Richard K. Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, Edward P. Darrah ; foreword by Maurice J. Elias. - Bloomington, Indiana : Solution Tree Press, (c)2021. - xvi, 238 pages : illustrations ; 28 cm
Metacognition & self-questioning: The underpinnings of the strategy -- Structured self-questioning for academic problem solving: Math K-12 -- Structured self-questioning for social problem solving K-12 -- Structured self-questioning in reading comprehension K-12 -- Structured self-questioning in reading decoding K-12 -- Structured self-questioning for inquiry-based research writing -- Structured self-questioning for emotional recognition K-12 -- Structured self-questioning for emotional regulation and emotional problem solving -- Transfer theory and SELF-Q -- Structured self-questioning for social studies K-12 -- Structured self-questioning and metacognitive components in science -- Autonomy AKA away with the mediators -- Conclusion.
"Stress and anxiety run rampant through modern schools, with both teachers and students dealing with seemingly unmanageable volumes of both daily. A common solution many school districts have tried is to introduce social-emotional learning (SEL) as part of school curricula, which has proven to help with stress and anxiety levels. However, SEL is challenging for teachers to implement effectively, often adding more stress to overwhelmed students and teachers than it takes away. Teachers need a way to practice and teach SEL simultaneously with academic content in order to achieve balance. To address this need, authors Richard K. Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, and Edward P. Darrah developed a simple, flexible strategy teachers and students can utilize as part of any academic content area and any grade level. The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area explains how teachers can learn and use with students a metacognitive approach the authors call structured SELf-questioning. With this strategy, students and teachers learn how to stop and think about their thinking (metacognition) and weave critical-thinking and problem-solving skills into everyday learning to increase self-awareness, self-management, social awareness, and responsible decision making. Through a metacognitive approach utilizing SELf-questioning, stress and anxiety lose their hold on classrooms so that effective education can thrive"--
Cohen, R. K., Opatosky, D. K., Savage, J., Stevens, S. O., Darrah, E. P., & Elias, M. J. (2021). The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area (Your guide to metacognitive instruction and social-emotional learning). Solution Tree Press.
Richard K. Cohen is assistant superintendent of Metuchen School District in New Jersey and serves as co-adjunct faculty for Rutgers University. He is former principal of Red Bank Primary School in Red Bank, New Jersey, a Title I school with a majority English learner-student population, where he led collaborative school-improvement efforts resulting in dramatic increases in student proficiencies. Prior to Red Bank, Rick was the founding director of a new bilingual school, Colegio Americano, in San Salvador, El Salvador. Rick began his teaching career as a Teach for America corps member in 1996 in Phoenix, Arizona.
Deanne Kildare Opatosky has worked in the field of education for over twenty years. As president of BDO Consulting Services, she facilitates extensive professional development for both novice and experienced teachers in urban and suburban settings throughout New Jersey. Through the sustained, targeted, differentiated, and job-embedded support she provides, many districts confirm that her work directly impacts student achievement, often yielding high growth as evidenced by data. Deanne has provided staff development to diverse populations, including underperforming low-income public school districts through her work with the Academy for Urban School Transformation, as well as affluent private schools such as the American School in Switzerland in Puerto Rico.
James Savage is a term assistant professor of English at George Mason University in Fairfax, Virginia. He teaches writing courses while pursuing a PhD in writing and rhetoric, and his research interests include metacognition and transfer, language justice, and the rhetoric of memory. James has taught academic writing to undergraduate and graduate international students as part of a joint venture between INTO University Partnerships and George Mason. He also served as the course liaison between the English department and INTO Mason, where he helped to develop curricula, onboard new faculty, and co-coordinate various undergraduate courses. James has over twenty years experience as an educator in various contexts, including as a seventh-grade English teacher in Phoenix, Arizona, and as a high school English teacher in Silver Spring, Maryland.
Susan Olsen Stevens is an educational consultant in Saint Augustine, Florida. Her teaching experience spans private, public, and international schools, as well as homeschooling. Susan's thirty-one years of teaching are roughly divided into halves: she spent one half teaching grades preK-12 art, including AP levels, and the other half teaching grades 3-12 English language arts. Susan served as curriculum coordinator for early childhood through middle school at Country Day School in Costa Rica and was the language arts curriculum team leader at both Country Day School and International American Academy in Guayaquil, Ecuador. Her mission as a teacher is to inspire a joyous exuberance in learning--especially in reading conjoined with writing as a way to learn and communicate important ideas.
Edward P. Darrah is a licensed and certified professional counselor in the state of Pennsylvania and is triple board certified in counseling, school counseling, and telemental health. He is currently a full-time staff member at Temple University and serves as a mental health and performance counselor with Temple University athletics. In 2015, Edward founded Edward Darrah Counseling & Athlete Wellness Consulting, LLC, a private practice in Lower Merion, Pennsylvania. Edward's career in education started in Lower Merion School District in Ardmore, Pennsylvania, in 2010. His extensive training in mental health has provided him the opportunity to work within diverse educational settings and a range of student populations.
9781951075033 195107503X
2021001749
Metacognition in children.
Affective education.
Social intelligence.
Emotional intelligence.
Academic achievement.
Mathematics--Study and teaching.
Reading comprehension--Study and teaching.
Social sciences--Study and teaching.
Science--Study and teaching.
Instruction Methods
Educational Psychology.
Education.
LB1050.2.C644.M483 2021