Effects of cognitive strategy instruction on the Mathematical problem solving of Middle

school students with Learning disabilities

strategy instruction was efficacious in improving the mathematical word problem solving of
students with learning disabilities

Metacognitive Strategy Instruction contributed very significant effects to the

studentslistening achievement of the experimental group and need to be take attention to this
strategy

IN writing proposal you have to writing proposal

How to Make an Abstract:
Background
Purpose
Method
Result
Conclution
ABSTRACT
Issue
Tujuan
Experimental Method
Hasil

SATURDAY
Good background
Research gap =
Step of state of the art of the topic
Is not about our idea it should be the reality clearly
From the book of philosofphi the human character they have their own egoist and will

following their own desire understanding. In order to do that many researcher from the book

that already explaine from the research proposal about this topic.

From the several expert limitation there is no research has conduct about the case such as

genre, but genre in filosophy is really different threatment for example male and female they

have different characteristic.

From the book metacoqnitive strategy is thinking what the other people thinking. In order to

do that the teacher should assist the students while learning.

Many of teacher will force students to learn with the ways with their own.

New a day the teacher should be demanding to think what the students think in order that way

could make easier for students to comprehending the skill, that ways I conduct the

metacoqnitive strategy, genre and students reading comprehention.

Situation, Context

Indicate: rural area ,

Why is it nececery?
Metacognitive Strategies or Thinking About My Thinking

Add to favorites

Summarized by Cindy Perras, M.Ed., OCT

Educational Consultant, LDAO

"Efficient learners use metacognitive strategies but students with learning disabilities tend to
lack the skills to direct their own learning. However, once they learn the metacognitive
strategies that efficient learners use, students with learning disabilities can apply them in
many situations.

(Lerner and Kline, 2006, p. 184)

Description

In order to be effective learners, students must not only use their memory and the language
skills they have internalized, they must also develop their own way of learning. Students who
learn to learn gain control of their learning process and gradually develop the ability to
master their mental processes more effectively. A students inner language is what enables
him/her to develop the high-level cognitive skills associated with metacognition.

According to Pierre Paul Gagn et al. (2009):

Metacognition enables students to be more active in their learning, i.e., to mobilize all of
their resources in order to have successful learning experiences. In order to do this, they must
know how they learn and be aware of the steps that are followed and the means that are used
to acquire knowledge, solve problems, and perform tasks. [Unofficial translation]

According to the LD Online Glossary (2014), metacognition is the process of "thinking about
thinking." For example, good readers use metacognition before reading when they clarify
their purpose for reading and preview the text.

So in other words, metacognition is the understanding and awareness of one's own mental or
cognitive processes. Here are some examples of metacognition:

A student learns about what things help him or her to remember facts, names, and
events.
A student learns about his or her own style of learning.
A student learns about which strategies are most effective for solving problems.

Students become increasingly autonomous in their learning as they become aware of their
strengths and weaknesses and understand that being successful depends on the effort they
make and the strategies they implement. Their ability to regulate their cognitive processes
increases accordingly and their self-image improves. Students with LDS can improve their
learning capacity through the use of metacognitive strategies.

According to a number of research studies (Brown et al., 1983, Paris et Lindauer, 1982, Paris
et al., 1988 ainsi que Persely et al., 1985), when students are able to manage their own
performance on a task, they perform better and their learning is more meaningful than when
they are not able to manage it.

To paraphrase Edgar Morin (2014), metacognition involves thinking and reflecting before,
during, and after a learning task. Metacognition starts when students think about the
strategies they will use to perform a task. Metacognition happens when they choose the most
effective strategies and decide for themselves whether the outcome of these strategies meets
the standards. The time taken to teach a variety of strategies is very important because
students must choose strategies for each task they perform.

Implementing Metacognitive Strategies

According to the Inclusive Schools Network (2014), Metacognitive strategies refers to

methods used to help students understand the way they learn; in other words, it means
processes designed for students to 'think' about their 'thinking'. Teachers who use
metacognitive strategies can positively impact students who have learning disabilities by
helping them to develop an appropriate plan for learning information, which can be
memorized and eventually routine. As students become aware of how they learn, they will
use these processes to efficiently acquire new information, and consequently, become more
independent thinkers. Click here to access the Inclusive Schools Network article on
metacognitive strategies.

Many metacognitive strategies are appropriate for use in the classroom, for students with and
without LDs, including:

Think-Alouds (for reading comprehenshion and problem solving)

Organizational Tools (such as checklists, rubrics, etc. for solving word problems)
Explicit Teacher Modelling (for math instruction)

In the Info Brief, Learning How to Learn (The National Collaborative on Workplace and
Disability for Youth [NCWD/Youth], 2014), educators are provided with practical
suggestions on strategic learning, compensatory techniques, cognitive and metacoginitve
strategies, and literacy programs and learning strategies. Table II illustrates the cognitive and
metacognitive strategies.
Chart 1 - Types of Learning Strategies and Supports - Cognitive

Click here to access the chart as a PDF.