Metacognitive Student: How to Teach Academic, Social, and Emotional Intelligence in Every Content Area (Your guide to metacognitive instruction and social-emotional learning)

What if there was one strategy you could use to support students academically, socially, and emotionally? It exists--and it's simple, straightforward, and practical. In this results-focused resource, the authors dive deep into the what and how of structured SELf-questioning. Begin using this powerful academic and socioemotional approach in your own classroom to develop students into thriving thinkers who are confident, healthy, adaptive, and resilient. Use this resource to help effective education thrive in your classroom: * Grasp the severity of the stress and anxiety teachers and students face in schools and how metacognitive SELf-questioning can reduce both. * Learn to implement effective SELf-questioning into academic instruction to foster both academic and social-emotional learning (SEL). * Review scenarios that depict use of the SELf-questioning strategy in every content area and grade level. * Gain insight into how advanced SELf-questioning can achieve transfer of learning in the classroom to any academic or social context. * Autonomously customize and create your own SELf-question sets and apply them to any situation within or outside of school. Contents: Introduction Chapter 1: Metacognition and SELf-Questioning--The Underpinnings of the Strategy Chapter 2: Structured SELf-Questioning for Academic Problem Solving in Mathematics Chapter 3: Structured SELf-Questioning for Social Problem Solving Chapter 4: Structured SELf-Questioning in Reading Comprehension Chapter 5: Structured SELf-Questioning in Reading Decoding Chapter 6: Structured SELf-Questioning for Inquiry-Based Research Writing Chapter 7: Structured SELf-Questioning for Emotional Recognition Chapter 8: Structured SELf-Questioning for Emotional Regulation and Problem Solving Chapter 9: Transfer Theory and SELf-Questioning Chapter 10: Structured SELf-Questioning for Social Studies Chapter 11: Structured SELf-Questioning and Metacognitive Components in Science Chapter 12: Autonomous Use of SELf-Questioning and Metacognition Epilogue