Teaching Metacognitive and Social-Emotional Skills in Every Content Area

What if there was a single strategy that could provide students with academic, social, and emotional support all at once? Well, such a strategy does exist--and it's simple, direct, and practical. In this resource that focuses on tangible outcomes, the authors thoroughly explore the what and how of structured SELf-questioning. Start using this impactful academic and socioemotional approach in your classroom to nurture students into resilient thinkers who are self-assured, well-adjusted, adaptable, and strong.

This resource will assist you in fostering effective education in your classroom:

Understand the gravity of stress and anxiety experienced by teachers and students in schools, and how metacognitive SELf-questioning can alleviate these burdens. Learn to integrate effective SELf-questioning into academic instruction to promote both academic and social-emotional learning (SEL). Explore scenarios that illustrate the application of the SELf-questioning strategy in various content areas and grade levels. Gain insight into how advanced SELf-questioning can facilitate the transfer of learning in the classroom to any academic or social context. Independently craft and customize your own SELf-question sets, and apply them to any situation within or outside of the school setting.

Contents:

Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue.

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