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Promoting Metacognition and Motivation of Exceptional Children
Scott G. Paris
Scott G. Paris is professor of psychology and education at the University of Michigan. Since receiving his PbD at Indiana University, he has been on the faculty at Purdue Uniuersity and was a visiting scholar at seueral universities in Australia and New Zealand. Currently, he is conducting research on children s self-regulated learning and portfolio assessments of literacy.
Peter Winograd
Peter Winograd is professor of education in the Department of Curriculum and Instruction at the University of Kentucky. He received his PhD from the University of Illinois, where he worked at the Center for the Study of Reading. His research has focused on the comprehension difficulties of poor readers, the interrelationships between cognition and motiuation, and the evaluation and development of instructional techniques for teaching reading comprehension. Address: Scott G. Paris, Department of Psychology, University of Michigan, Ann Arbor, MI 48109.
Metacognition fosters independent learning by providing personal insight into one's own thinking. Such awareness can lead to flexible and confident problem solving as well as feelings of self-efficacy and pride. This is especially important for students who encounter difficulty in school because they do not understand how to appraise and manage their own resources for learning. Too often, students develop debilitating expectations and behavior that undermine learning in school and inhibit transfer of effective learning strategies. We describe four general kinds of instruction that help students learn to think: metacognitive explanation, scaffolded instruction, cognitive coaching, and cooperative learning. Teachers can adapt and combine these methods to teach students how to think as they read, write, and compute in classrooms.
Remedial and Special Education, Vol. 11, No. 6,
7-15 (1990)
DOI: 10.1177/074193259001100604
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