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Cognitive Strategy Instruction
Chapter 8: Strategy 6
Teach Learners Ways of Thinking
Cognition (Thinking)
 How
we mentally collect, store, interpret,
understand, remember, and use
information.
Underlying Ideas of
Cognitive Strategy Instruction
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Most individuals develop efficient and effective cognitive skills through their
life experiences.
However, others appear not to use or apply strategies or they apply the wrong
ones.
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CSI Basics
(Not always applicable depending on strategy selected)
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Phase 1: think ahead, prepare for learning
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Access prior knowledge
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Create goals
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Make predictions
Phase 2: think during
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Does my work match my prediction
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Question one’s self for understanding
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Develop hypotheses
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If not, adapt prediction
Check for understanding through comparisons and summarizing
Phase 3: think back
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Understand the information as a whole
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Can and how can this be applied in other settings
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Consolidate what was learned by linking with prior knowledge
Summarize and synthesize
Some key components of CSI
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Devote instructional time to processes
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Allow for students to practice
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Model by doing think alouds
CSI is embedded
Peer tutors
Student awareness of CSI
Self-Evaluation
Generalizing Strategy Instruction
Generalizing Strategy Instruction
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Moving students beyond the idea that they are completing
a skill because the teacher has directed them to do so.
Discuss other subject areas and scenarios when a
particular strategy would be helpful.
Look for and call out students who self-initiate the use of
strategies.
The ultimate goal for cognitive strategy instruction is for
students to be able to choose effective processes on their
own in learning situations.
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Why CSI?
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Hattie’s meta-analysis found the effect size of Cognitive
Strategy Instruction to be .69 (an effect size of .4
represents one year of growth)
Effects were greatest for learners in the middle of
distribution and underachieving.
Low-ability students benefited most when CSI was
combined with direct-instruction.
Timed Pair Share
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You will have 4 minutes to read an excerpt.
You will identify 1 phrase or sentence that resonates with you.
You will then work with a partner and you will have 30 seconds to share your
selection and why.
You will then switch partners and they will have 30 seconds
Reading Task
Pg. 94
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Timed Pair Share

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

You will have 4 minutes to read an excerpt.
You will identify 1 phrase or sentence that resonates with you.
You will then work with a partner and you will have 30 seconds to share your
selection and why.
You will then switch partners and they will have 30 seconds
Debrief of tracking important information
Pg. 94
Remember the following numbers…
9, 7, 3, 6, 1, 4, 0, 8, 6, 4
Take the next minute with a neighbor to
work on being able to recite these numbers
in order.
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 Hide all materials where you have
recorded the numbers.
Recite the numbers to your partner
Partner may record in order to check for
accuracy
Take turns
9, 7, 3, 6, 1, 4, 0, 8, 6, 4
Share your thoughts or processes for
recalling the numbers.
Another task
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Share your most unique password that you have
created with your group
Share how you remember this passcode
Some examples of cognitive strategies
Visualization
Making Associations
Chunking
Self-Questioning
Scanning
Underlining
Using Mnemonics
Self-checking and Monitoring
Concept Mapping
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What happens to students when they
become strategic?
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Students trust their thinking.
Students know there's more than one right way to do things.
They often find their own mistakes.
They are able to self-evaluate.
Learning increases.
Self-esteem increases.
Students are empowered.
Students become more responsible
Work completion and accuracy improve.
They know how to "try."
students are more engaged.
Preparing for the Risks
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Heterogenous grouping may not always be best option, be prepared to group
students based on the level of need for that strategy.
With cognitively less able students be prepared to simplify process and allow
for multiple exposures.
Most effective with younger learners.
CSI is about processes and NOT rote procedures and routines.
Should be taught in context and not as isolated topics.
Should be a recursive process.
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