Group I Resume 6

Nama : Mega Enjela Sari

NIM : 16178060
Mata Kuliah : LandasanIlmuPendidikan
SesiKelas : Kamis/08.50-11.30
Dosen : Dr. Zul Amri, M.Ed

TEACHING COGNITIVE STRATEGIES AND METACOGNITION

Cognitive strategies are mental processes for controlling learning and

thinking. Using strategies appropriately enables students to efficiently manage
their own learning, remembering, and thinking. While metacognition includes
peoples’ knowledge about strategies and the skills of diagnosing, selecting, and
monitoring.
Cognitive strategies are also techniques that the teachers can design into
their instruction. The teacher has designed instruction so that students are induced
to use one or more cognitive strategies to learn the material.

Analysis of the Learning Problem

The problem is not due to community, system, or family factors but
concerns students’ lack of knowledge and experience. The problem is that
students are not then using the strategies on their own.

Determination of Relevant Theoretical Knowledge

Strategy instruction impart knowledge concerning on:
1. The value of a particular strategy for enhancing learning
2. When and where to use a strategy

Development of Proposed Instructional Solution

Appropriate strategies to teach might include the following:
1. Text elaboration strategies (e.g. summarizing, inferencing, generating
images, asking questions)
2. Organizational strategies (e.g. outlining, networking)
3. Mnemonic strategies (e.g. key-word method, peg method)

Teaching Students to Summarize Using Direct Explanation

1. Alert students that they are about to learn a new strategy
2. Point out the positive connection between use of the strategy and academic
performance. Inform students that using strategies requires effort but will
pay off
3. Model the strategy using verbal comments to direct students attention to
important steps
4. Provide students with metacognitive knowledge by telling them why the
strategy works and when and where to use it

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5. Provide practice in using the strategy on a variety of tasks in various

contexts. Give feedback.
6. Reward students for using the strategy. Attribute good performance to effort
and to the use of the strategy
7. Give feedback on the strategy-performance link when testing the content
learned via the strategy
8. Follow up to see that students are using the strategy independently

Evaluation of the Instructional Solution

The goal is for students to eventually use the strategies on their own without
teacher prompting.

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FACILITATING POSITIVE ATTITUDES AND MOTIVATION

A student’s attitudes and motivational orientation influence the degree to

which she follows classroom rules and regulations, the academic tasks she
chooses, the nature of her involvement in those tasks, and how much energy and
persistence she puts into them. A student’s attitudes and motivational orientations
are significantly influenced by declarative and procedural knowledge related to
learning and achievement.

Analysis of the Learning Problem

The primary problem is the disruptive behavior of the students who are
performing below grade level in reading.

Determination of Relevant Theoretical Knowledge

In order to help the students believe they have some control over their
learning, a teacher would need to:
1. Develop their learning skills and strategies
2. Prepare developmentally appropriate learning activities that allow each
problem to begin building a history of success in academic tasks

Development of Proposed Instructional Solution

Example of classroom guideline:
1. Stay in your seats
2. Raise your hand to talk
3. No eating or drinking in the classrooms
4. Listen when someone is talking
5. Do not fight; settle your diasagreements peacefully

Evaluation of the Instructional Solution

Evaluate the instructional interventions by monitoring the behavioral
changes of the students, particularly the low-achieving students. She should create
a checklist which includes both appropriate and inappropriate behaviors.

Reference:
Hamitton, Richard. 1994. Learning and Instruction.University of Houston.