Overview

"I Think Therefore I Learn explores the basics of metacognition and shows teachers how to help students become more aware of how they think and learn. Regardless of their interests, skills and abilities, students who develop thinking strategies that complement their specific needs are better learners in school and in life. This comprehensive book answers questions that confront teachers as they try to implement new curriculum initiatives. What can teachers do to promote thinking in the four core subject areas: Language Arts, Science, Social Studies and Mathematics? Why is it important that students think about their thinking? Why is recognizing how they think critical for student success in performance assessments? How can an awareness of metacognition principles will help teachers differentiate their instruction to meet the needs of a variety of students. What are the benefits to teachers when students are aware of how they think? How can schools help parents foster effective thinking in their children? Based on extensive classroom testing, this remarkable book shows teachers practical ways to help students analyse tasks thoughtfully; consider options; monitor the effectiveness of their choices; set goals for future learning and achieve better results on performance tests. Designed for easy classroom implementation, the book includes ready-to-use forms that students can use to track their learning, thinking and achievements. Thinking is essential to successful teaching and learning. By helping students ""learn to think"" so that they can ""think to learn"", I Think Therefore I Learn is an essential tool for classroom teachers."

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9781551381480

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"Graham is a writer and workshop presenter in schools, at conventions, and in professional development consortia. He has thirty two years of teaching experience, including thirteen years as language arts supervisor for Calgary Catholic Schools. He received his degrees from the University of Saskatchewan and completed his postgraduate studies in language arts at the University of Calgary. ""I emphasize a collegial model of professional development related to best practice in language arts instruction. In writing projects, I prefer showing to telling about practical, research-supported instructional strategies."" Graham is married and likes to travel and play golf."

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