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Practical strategies include goal setting, self-monitoring, graphic organizers, and self-management, alongside collaboration and ongoing formative data collection.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cognitive-and-metacognitive-strategies-what-do-teachers-need-to-know/535706/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cognitive-and-metacognitive-strategies-what-do-teachers-need-to-know/535706.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-12","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What executive function skills do cognitive and metacognitive strategies target?","Question",{"text":63,"@type":64},"They target attention, inhibitory control, planning, self-monitoring, cognitive flexibility, and working memory—processes that support goal-directed learning and behavior.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should teachers individualize instruction for students with disabilities?",{"text":68,"@type":64},"Teachers plan and deliver individualized instruction, then review assessment data and intensify cognitive and metacognitive strategies if additional support is needed.",{"name":70,"@type":61,"acceptedAnswer":71},"What are practical examples of strategies teachers can use in instruction?",{"text":72,"@type":64},"Examples include setting goals, teaching self-monitoring (e.g., via charts or logs), using graphic organizers, and implementing self-management with a personalized rating scale and feedback.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},535706,1792451069,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":97,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Cognitive and Metacognitive Strategies What Do Teachers Need to Know?  \nCognitive and metacognitive strategies are important for the development of executive function skills, which, in turn, are crucial for learning academic and behavior skills (Losinski et al., 2016; Peng et al., 2016) . Executive function skills emerge in early childhood but continue to develop throughout adolescence (Best & Miller, 2010) . Executive function skills are intentional and goal oriented (Briesch & Briesch, 2016; Cragg & Gilmore, 2014), and include processes such as  \n• attention (e.g., persevering through multistep or difficult tasks),  \n• inhibitory control (e.g., ignoring irrelevant or distracting information),  \n• planning (e.g., identifying an appropriate sequence of steps to meet a goal),  \n• self-monitoring (e.g., graphing progress on a chart, self-evaluate on-task behavior),  \n• cognitive flexibility (e.g., shifting between tasks, procedures, or rules), and  \n• working memory (e.g., organizing several pieces of incoming information) .  \nIn the three-phase cycle for instruction, teachers can use several cognitive and metacognitive strategies to address challenges that students with disabilities have related to executive functioning. Using cognitive and metacognitive strategies involves planning for and delivering individualized instruction of content, followed by reviewing assessment data and intensification of cognitive and metacognitive strategies if needed.  \nIndividualizing Instruction for Students With Disabilities  \nMany students with disabilities experience challenges with executive functioning (Hosenbocus & Chahal, 2012) and may require different instructional methods or accommodations to support their development. Understanding executive function processes is particularly relevant for working with students with disabilities because difficulties with executive functioning can have a compounding effect with the barriers they already experience with academics and behavior. For instance, working memory is subject to a limited capacity, and when it is overtaxed, it may be difficult for students to comprehend incoming information, develop a plan, or self-regulate their behavior.  \nSubsequently, researchers have reported on the effectiveness of different strategies and interventions that target students’ weaknesses with a different executive functioning process, including for students with a range of disabilities (Fowler et al., 2007; Jacobson & Reid, 2010; Kaldenberg et al., 2016; Losinski et al., 2014) . Teachers can use several cognitive and metacognitive strategies to address executive function difficulties for students with disabilities, regardless of grade, content area, or disability:  \n• Setting goals. Teach students to identify appropriate and feasible goals for themselves. Ask students to identify how they will measure progress toward meeting goals and help students identify positive motivation for attaining goals.  \n• Self-monitoring. Teach students to ask themselves questions regularly throughout learning and completing tasks as a method of monitoring their performance. Students also may monitor their performance through graphing, such as recording information (e.g., attention, time on task) on a daily check-in check-out form or weekly on a reading log.  \n• Graphic organizers. Teach students how to use graphic organizers to help them with planning, organizing, and making progress on tasks. For example, graphic organizers may be used to plan for word problem solving, organize a weekly schedule and goals, and make progress on independent daily living goals.  \n• Self-management. Teach students to reflect on their behavior periodically through completion of a personalized rating scale that reflects classroom expectations. Using a three-point scale, students and teachers can rate student adherence to expectations for a class period with rewards delivered contingent on accurate ratings to encourage precise self-reflection.  \nAccess","cbCail9BaCqBB53E","https://ap.wps.com/l/cbCail9BaCqBB53E","pdf",479328,"English","# Cognitive and Metacognitive Strategies\n## Individualizing Instruction for Students With Disabilities\n## Access to the General Education Classroom\n## How to Get Started\n## References","[{\"question\":\"What executive function skills do cognitive and metacognitive strategies target?\",\"answer\":\"They target attention, inhibitory control, planning, self-monitoring, cognitive flexibility, and working memory—processes that support goal-directed learning and behavior.\"},{\"question\":\"How should teachers individualize instruction for students with disabilities?\",\"answer\":\"Teachers plan and deliver individualized instruction, then review assessment data and intensify cognitive and metacognitive strategies if additional support is needed.\"},{\"question\":\"What are practical examples of strategies teachers can use in instruction?\",\"answer\":\"Examples include setting goals, teaching self-monitoring (e.g., via charts or logs), using graphic organizers, and implementing self-management with a personalized rating scale and feedback.\"}]","Cognitive and Metacognitive Strategies - What Do Teachers Need to Know? | PDF",1791600951,13]