Benchmark Education Company

Metacognition in Action:

Classroom Environments and Practices That Promote Self-Regulation and Comprehension of Complex Text

This webinar provides an informative and highly understandable review of metacognition—why it is an essential skill, and how to teach it to students so that they can develop as independent and successful readers. Reading-related tasks become more challenging for students as text complexity increases. In response, the research is clear: metacognition is the key to meeting the twin goals of comprehending increasingly complex text and successfully self-regulating reading. Metacognition provides continual feedback to students on how their reading is progressing, and encourages question-asking and reflection, all in the service of comprehending text. This webinar will discuss concrete ways to put metacognition to work in your classroom.

View on Demand

PD Webinar

Metacognition in Action: Classroom Environments and Practices That Promote Self-Regulation and Comprehension of Complex Text   

Presented by Peter Afflerbach, Ph.D 

Metacognition in Action

About 

This webinar provides an informative and highly understandable review of metacognition—why it is an essential skill, and how to teach it to students so that they can develop as independent and successful readers. Reading-related tasks become more challenging for students as text complexity increases. In response, the research is clear: metacognition is the key to meeting the twin goals of comprehending increasingly complex text and successfully self-regulating reading. Metacognition provides continual feedback to students on how their reading is progressing, and encourages question-asking and reflection, all in the service of comprehending text. This webinar will discuss concrete ways to put metacognition to work in your classroom.

Duration

1 hour

About the Presenter

Peter Afflerbach, Ph.D.

Peter Afflerbach, Ph.D.

Peter Afflerbach, Ph.D., is Professor of Reading in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland. His research includes focus on reading comprehension strategies and processes, verbal reporting, reading in Internet and hypertext environments, and mindfulness.