The metacognitive student : how to teach academic, social, and emotional intelligence in every content area /

"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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autores principales: Cohen, Richard K. (Autor), Opatosky, Deanne Kildare (Autor), Savage, James (Autor), Stevens, Susan Olsen (Autor), Darrah, Edward P. (Autor)
Otros Autores: Elias, Maurice J. (writer of foreword.)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Bloomington, Indiana : Solution Tree Press, [2021]
Temas:
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.
Métacognition chez l'enfant.
Éducation affective.
Intelligence sociale.
Intelligence émotionnelle.
Mathématiques > Étude et enseignement.
Compréhension de la lecture > Étude et enseignement.
Sciences sociales > Étude et enseignement.
Sciences > Étude et enseignement.
Academic achievement
Affective education
Emotional intelligence
Mathematics > Study and teaching
Metacognition in children
Reading comprehension > Study and teaching
Science > Study and teaching
Social intelligence
Social sciences > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Metacognition & SELf-questioning: the underpinnings of the strategy
  • Structured SELf-questioning for academic problem solving in mathematics
  • Structured SELf-questioning for social problem solving
  • Structured SELf-questioning in reading comprehension
  • Structured SELf-questioning in reading decoding
  • Structured SELf-questioning for inquiry-based research writing
  • Structured SELf-questioning for emotional recognition
  • Structured SELf-questioning for emotional regulation and problem solving
  • Transfer theory and SELf-questioning
  • Structured SELf-questioning for social studies
  • Structured SELf-questioning and metacognitive components in science
  • Autonomous use of SELf-questioning and metacognition
  • Epilogue.

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