LEADER 04323oam 2200613 450 001 9910794694903321 005 20210823151940.0 010 $a1-951075-04-8 035 $a(OCoLC)1238130525 035 $a(MiFhGG)GVRL66WU 035 $a(EXLCZ)994100000011805632 100 $a20210209h20212021 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe metacognitive student $ehow to teach academic, social, and emotional intelligence in every content area /$fRichard K. Cohen [and four others] ; foreword by Maurice J. Elias 210 1$aBloomington, Indiana :$cSolution Tree Press,$d[2021] 210 4$dİ2021 215 $a1 online resource (xvi, 238 pages) $cillustrations, charts 225 0 $aGale eBooks 311 $a1-951075-03-X 320 $aIncludes bibliographical references and index. 327 $aMetacognition & 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. 330 $a"Stress and anxiety run rampant through modern schools, with both teachers and students dealing with seemingly unmanageable volumes of both daily. A common solution many school districts have tried is to introduce social-emotional learning (SEL) as part of school curricula, which has proven to help with stress and anxiety levels. However, SEL is challenging for teachers to implement effectively, often adding more stress to overwhelmed students and teachers than it takes away. Teachers need a way to practice and teach SEL simultaneously with academic content in order to achieve balance. To address this need, authors Richard K. Cohen, Deanne Kildare Opatosky, James Savage, Susan Olsen Stevens, and Edward P. Darrah developed a simple, flexible strategy teachers and students can utilize as part of any academic content area and any grade level. The Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area explains how teachers can learn and use with students a metacognitive approach the authors call structured SELf-questioning. With this strategy, students and teachers learn how to stop and think about their thinking (metacognition) and weave critical-thinking and problem-solving skills into everyday learning to increase self-awareness, self-management, social awareness, and responsible decision making. Through a metacognitive approach utilizing SELf-questioning, stress and anxiety lose their hold on classrooms so that effective education can thrive"--$cProvided by publisher. 517 $aMetacognitive student 606 $aMetacognition in children 606 $aAffective education 606 $aSocial intelligence 606 $aEmotional intelligence 606 $aAcademic achievement 606 $aMathematics$xStudy and teaching 606 $aReading comprehension$xStudy and teaching 606 $aSocial sciences$xStudy and teaching 606 $aScience$xStudy and teaching 615 0$aMetacognition in children. 615 0$aAffective education. 615 0$aSocial intelligence. 615 0$aEmotional intelligence. 615 0$aAcademic achievement. 615 0$aMathematics$xStudy and teaching. 615 0$aReading comprehension$xStudy and teaching. 615 0$aSocial sciences$xStudy and teaching. 615 0$aScience$xStudy and teaching. 676 $a370.15/34 700 $aCohen$b Richard K$01529393 702 $aElias$b Maurice J. 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910794694903321 996 $aThe metacognitive student$93871049 997 $aUNINA