ABSTRACT
In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would prepare and serve them for life.
A seminal resource, this book will address the basic problem that many educators are well acquainted with: that students can learn how to effectively use learning and reasoning strategies but not use them of their own volition or in settings other than the one in which they learned the strategies.
TABLE OF CONTENTS
chapter |9 pages
Introduction
part I|78 pages
Theory
chapter 1|18 pages
Eliciting and building upon student-generated solutions
chapter 2|15 pages
Promoting learners’ spontaneous use of effective questioning
chapter 3|16 pages
Learning from multiple documents
chapter 4|15 pages
How to address students’ lack of spontaneity in diagram use
part II|104 pages
Research
chapter 6|12 pages
Second language vocabulary learning
chapter 9|15 pages
Applying metacognition theory to the classroom
chapter 10|17 pages
Preparatory learning behaviors for English as a second language learning
part III|145 pages
Practice