Basic HTML Version
Support Materials
for
Students with
Special
Education Needs
IMPLEMENTATION
Teaching
strategies
that
support
students
in
the
use
of metacognitive
strategies
include:
•
explaining when
and
how
to use metacognitive
strategies
•
explaining
that metacognitive
strategies
are
used
to
prompt
thinking
and
to
assist with
the use
of
cognitive
strategies
•
modelling
the
use
of
selfinstruction,
selfquestioning
and
selfmonitoring
strategies using
‘think
aloud’
•
supporting
students
to
apply
the
strategies,
scaffolding
their
selftalk
through modelling,
and
opportunities
for
verbal
rehearsal
(Westwood
2004)
•
providing
opportunities
to
practise
verbalising
the metacognitive
strategies
that
students
use
to
assist with memory
•
providing
specific
feedback
on
students’
use
of metacognitive
strategies
•
providing
opportunities
for
students
to
reflect
on
their
strategy use,
eg how
they
applied
the
strategy, how
the
strategy
helped,
any
problems
they
encountered.
Resources
Teachers
should use
a
variety
of
teaching
resources
to
assist
learning,
ensuring
that
the
selected
resources
are:
•
purposeful
•
stimulating
and
relevant
to
the
interests
and
experiences
of
students
•
well
designed
•
reputable
•
accessible
to
all
students
•
diverse
to
cater
for
the
full
range
of
learning needs
•
age
appropriate
•
placed
appropriately
in
the
classroom
for
ease
of
use.
Teachers may
refer
to
the
following websites
for
examples
of
quality
literature:
•
•
lists
•
–
experts
in
primary
literacy
(formerly
the
Primary English Teaching Association)
•
24
Teaching
and
learning
cycle
English K–6