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IDEAL Strategy

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IDEAL Strategy Metacognitive skills allow students to become aware of their own learning process and choose among various cognitive strategies that will allow them to be self-regulated learners. One such cognitive skill is modeling for students how to effectively problem solve. You will model this cognitive tool by using the IDEAL problem-solving strategy found in Chapter 6.7 of our textbook. Bobby is a student in your fifth grade class with autism. Bobby is extremely bright and can fully engage in assignments with much independence, except activities that involve group work. In most instances, he has difficulty working with others and tends to get angry when students don’t listen to him. Often times, you find him in the corner of the room pouting. Using the IDEAL strategy, develop a possible solution to this problem. Describe your solution and how you employed the IDEAL strategy, clearly listing the five steps. Reflecting on the IDEAL strategy, did you find the process helpful in solving a particular classroom dilemma? Why or why not? Imagine that you have the perfect teaching job (you are teaching the grade level and content that you desire). Describe how you might teach the IDEAL strategy to your own students. Why would doing so be beneficial? What might reasonably go wrong? Be sure to use the textbook with at least one other scholarly source to support your responses and include both an introduction and conclusion to your written assignment. Your paper should follow APA formatting guidelines as outlined in the Ashford Writing Center, be double spaced, three pages in length (not including title and reference pages), and written in Times New Roman 12 pt. 6.7 Approaches to Teaching Thinking Cognitive approaches to education ask how children become thinkers and how we can make better, more critical, more creative, moreautonomous thinkers of them. These approaches suggest a two-pronged answer to these important questions: First, learners must develop anawareness of themselves as thinkers, learners, and information processors; second, they must develop and practice the approaches andstrategies involved in critical, creative, and effective thinking and problem solving. In other words, the cognitive perspective argues that learnersmust develop metacognitive skills as well as appropriate cognitive strategies. These are the skills involved in learning to learn. Girl doing work at a desk in class.Teaching empowers learners not just by giving them importantinformation and skills, but also by fostering in them feelings ofworth and competence. Learning to write can empower this younggirl every bit as much as can learning mathematics or science orart. As we noted earlier, schools have traditionally devoted the bulk of their formalefforts to teaching specific curriculum content; the learning of cognitivestrategies and the development of metacognitive awareness have been largelyincidental—and sometimes accidental. But the best teachers, suggestsMcGregor (2006), are those whose own metacognitive skills are most highlydeveloped and are reflected in their classroom practice. And the best learnersare those who are most skilled in understanding the meanings of things,making inferences, finding relationships, and monitoring their own progress—in short, those who are most advanced in cognitive and metacognitive skills.These learners possess strategic as well as domain-specific (content)knowledge. Strategic knowledge deals with how to do things: how to solveproblems, how to learn and memorize, how to understand, and perhaps mostimportant, how to monitor, evaluate, and direct these activities as they occur.In other words, strategic knowledge is metacognitive knowledge. There are various programs designed specifically to foster cognitive skills inlearners. Many of these programs are designed both to make students awareof the existence of cognitive strategies and to tea

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