1
Department of Exceptional Student
Education College of Education
Florida Atlantic University
Instructor:
Phone:
Office Hours:
Office:
E-mail:
Class Day/Time:
COURSE NUMBER: EEX 6259
COURSE TITLE: COGNITIVE and METACOGNITIVE STRATEGIES
CATALOG DESCRIPTION:
Designed to prepare teachers to develop and use cognitive and metacognitive learning strategies
(e.g., direct instruction, scaffolding, reciprocal teaching, attribution retraining, and
generalization) to promote independent, motivated users of strategies in both academic and
social learning.
PREREQUISITE or COREQUISITE:
EEX 6247 or permission of instructor
As a reflective decision-maker the student will make informed decisions, exhibit ethical
behavior, and provide evidence of being a capable professional by developing a strategies
manual that is based on the graduate student’s ability to match their students’ needs with
teaching techniques. It is observed in the application activities that the graduate students
understand how to apply strategic intervention in the best interest of the students under
their care.
MATERIALS:
Required Texts:
Edited Book of Readings.
Deschler, D. D., Ellis, E.S., & Lenz, B.K. (1996). Teaching adolescents with
learning disabilities: Strategies and methods (2nd Ed.). Denver, CO: Love
Publishing, Co.
TECHNOLOGY:
E-mail:
Your FAU e-mail address will be used
Computer:
Blackboard. This course may be web assisted through the FAU
Blackboard site. Some handouts, lecture notes, activities or power point
presentations may be available on the website.
Go to the website: http://blackboard.fau.edu to log in. (Do not type www).
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Your User name is your FAU ID. This is the same as your FAU email address
before the @ symbol. Your initial password for Blackboard is your PIN (for
students this is 2 zeros followed by your 2 digit DAY of birth and 2 digit YEAR
of birth). (Correct info)
Computer:
APA Style websites:
www.wisc.edu/writing/Handbook/DocAPA.html
www.apastyle.org/fifthchanges.html
VIDEOS:
The Skillstreaming Video
The University of Kansas (1984). First-Letter Mnemonic Strategy. Lawrence, KS: KU.
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES:
 CEC International Standards for Preparation and Certification of Special Education
Teachers (CEC)
 State of Florida Certification Standards for Exceptional Student Education (ESE)
 Florida Educator Accomplished Practices (EAP)
 Florida Subject Area Competencies ESOL (ESOL)
(The applicable standards for this course are presented in Appendix A of this syllabus.)
COURSE OBJECTIVES:
1.
2.
3.
4.
To demonstrate understanding of the philosophy and goals of cognitive and
metacognitive strategies models of intervention. (CEC gc4K1, gc4S1, 4S3)
(EAP 4.1)
To demonstrate ability to determine student specific needs for cognitive and/or
metacognitive strategy training through the use of task-related and social skills
assessments. This includes determining whether the individual is demonstrating
strategy deficiency or production deficiency. (CEC cc4S2, 4S3, gc4K2) (ESE 2.5,
3.1) (EAP 4.2) (ESOL 6, 9)
To demonstrate understanding of the use of direct instruction, scaffolding,
reciprocal teaching, attribution retraining, and generalization in order to train
independent, motivated users of cognitive and metacognitive strategies in various
learning environments. (CEC cc4S4, gc4K7) (ESE 3.3) (EAP 7.1) (ESOL 6, 9,
22)
To demonstrate the ability to plan appropriate programs for diverse groups of
students with and without disabilities, with problems in cognitive and
metacognitive strategies using appropriate models of intervention. This will
require making use of strategies described in the literature and designing original
plans. (CEC gc4S12) (ESE 3.5) (ESOL 6, 9, 22)
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COURSE CONTENT :
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Historical overview of strategies intervention; major concepts and definitions
Motivation: Attribution, Generalization
Direct Instruction: strategy instruction
Task Related Assessment
Strategy Writing
Reading Strategies
Handwriting, Spelling Strategies
Written Composition Strategies
Social Skills Strategies
Mathematics Strategies
Content Areas: Study Skills
Goal Setting Strategies
COURSE REQUIREMENTS:
1. CRITICAL ASSIGNMENT(S): STRATEGIES MANUAL:
A Strategies Manual, containing strategies gathered from sources outside of the
textbook, and/or written by the student, will be developed. An introduction to the manual
defining the philosophy, goals, and rationale of the cognitive/metacognitive strategies
approach to intervention shall be included. The introduction should include information
to familiarize others (ESE teachers, general educators, parents, administrators, and/or
students) with at least the following:
(a) What are cognitive and metacognitive strategies?
(b) How can strategies be used to make students successful in general education?
(c) How are strategies taught? And why are they taught?
(d) How will students learn to generalize strategies?
(e) How will students learn content with strategies?
(f) With whom should the teacher be in communication in order to ensure
success?
(g) What is the potential impact of a strategies approach on the quality of students'
lives once they leave school?
The manual will provide strategies in the following areas: reading, written
language expression, mathematics, independent study skills or independent living
(transition) skills, and social/behavioral skills. Note: One strategy in each section will be
an original strategy. A short introduction to each section will be included. Each section
will contain a minimum of five (5) cognitive or metacognitive strategies. At least three of
the five per section shall be from the literature.
A short introduction to each section will be included. Each strategy will
include: purpose, population for whom it is appropriate, the steps of the strategy, a
rationale for the students, and a generalization plan.
This manual should be an ongoing project and students will be expected to discuss the strategies selected in class as each specific area is covered. (A list of
recommended readings/sources will be provided by the instructor.)
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A reference list will be included in the back of the manual and any strategies
taken/adapted from the literature should be cited. Students are encouraged to use the
internet to help with strategy gathering.
Critical Assignments and Florida Educator Accomplished Practices
The Florida Department of Education has identified a set of Accomplished Practices that
must be mastered in order to continue in the ESE Master’s Degree Program. For this
course, the Educator Accomplished Practices (EAP 4.1, 4.2, 7.1) will be measured by
the Strategies Manual, which is the Critical Assignment. Please read carefully the
ESE departmental policy on Critical Assignments.
ESE Departmental Policy on CRITICAL ASSIGNMENT(S):
Assessment criteria:
A student must earn a minimum grade of 83% of the points allotted for the
Critical Assignment to receive a passing grade in this course. In other words, a student
cannot pass the course without successfully completing the critical assignment.
Remediation policy:
 If a student is passing the course, but has failed to pass the Critical Assignment with
a minimum of 83% of the possible points for the assignment, the student will receive
an “I” in the course until the Critical Assignment is successfully redone (only one
attempt allowed). The conditions and time frame for the resubmission of the
assignment will be determined by the instructor. However, the second attempt must
be completed within one semester. Upon successful completion of the resubmitted
assignment, the “I’ will be changed to a grade for the course and the student may
continue in the ESE sequence of courses. The original points earned for the initial
attempt at the Critical Assignment will be used to calculate the final grade in the
course. If the resubmitted Critical Assignment is not successfully passed, the
grade for the course will be B- or below regardless of the total points earned in the
course.
 If a student is not passing the course, and has failed to pass the Critical
Assignment with a minimum of 83% of the possible points, the student will not be
allowed to resubmit the Critical Assignment. The student will need to repeat the
course and the Critical Assignment.
2. APPLICATION OF KNOWLEDGE Instructors are to select from option A or B
Option 2A: Developing Original Strategies
Two original cognitive strategies for teaching a specific academic skill and a
specific social skill will be developed in depth for a designated population that may
include students from diverse cultural and linguistic backgrounds. The plan shall include
a task-related assessment, presentation and rationale, teaching procedures, guided
practice and independent practice, evaluation procedures, and generalization and
maintenance plans. A cue card should be included. Your original strategies may be
included in the manual.
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Option 2B: Demonstration of Strategic Teaching
Select one strategy and tape yourself teaching the strategy to a group of individuals. The
taped segment should include the introduction of the strategy to the group and be
accompanied by a lesson plan. Since the video will only cover 1 class period, it is
expected that you will not teach the entire strategy to generalization, however, include in
the video packet the student worksheets or activities that will be used in the subsequent
lessons.
3. Competency Checks and Related Guided and Independent Activities:
For each topic of discussion (see schedule), questions and activities provided by the
instructor will be completed as in-class assignments. These will require knowledge of the
lectures, texts, and original thinking. Some will be designated as guided practice (group
activities), others as independent practice (competency checks).
PROFESSIONAL ETHICS / POLICIES AND EXPECTATIONS
Students, as reflective decision-makers, choose to practice ethical behavior during
class, in the university community, and while participating in field experiences. ESE
students are expected to demonstrate a professional demeanor in their FAU courses
including attendance, participation and responsible attention to requirements and
deadlines necessary for the successful completion of the ESE program. ESE students are
also expected to demonstrate a professional demeanor in field experience settings through
their dress, actions, and sensitivity to the students, teachers and administrators at the host
schools.
TEACHING METHODOLOGIES:
Methods of instruction include lectures, discussions, modeling, guided practice,
group activities, cooperative learning presentations, and media presentations.
Participants will acquire knowledge and skills related to teaching students with
exceptionalities, including students from various cultural, religious, ethnic,
socioeconomic and language backgrounds.
ASSESSMENT PROCEDURES:
Assignment
Strategies Manual (Critical Assignment)
Option 2A Original Academic Strategy
Option 2A Original Social Skill Strategy
Option 2B Demonstration Teaching
In-Class Activities (guided practice)
In-Class Activities (independent practice)
TOTAL
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OR
Number % of course
Points
grade
25%
10%
10%
20%
20%
35%
100%
6
GRADING (ESE GRADING SCALE):
Activity scores are cumulative and the grade scale represents percentage of total points
earned.
A = 93-100
A- = 90-92
B+= 87-89
B=
83-86
B-= 80-82
C+= 77-79
C=
73-76
C-= 70-72
D+= 67-69
D = 63-66
D-= 60-62
F=
Below 6
POLICIES AND PROCEDURES
To avoid learner confusion or disappointment, the following are assumptions and
expectations for this course:
UNIVERSITY ATTENDANCE POLICY:
Students are expected to attend all of their scheduled University classes and to
satisfy all academic objectives as outlined by the instructor. The effect of absences upon
grades is determined by the instructor, and the University reserves the right to deal at any
time with individual cases of nonattendance. Attendance includes active involvement in
all class sessions, class discussions, and class activities, as well as professional conduct in
class.
Students are responsible for arranging to make up work missed because of
legitimate class absence, such as illness, family emergencies, military obligation, courtimposed legal obligations, or participation in University-sponsored activities (such as
athletic or scholastic team, musical and theatrical performances, and debate activities). It
is the student’s responsibility to give the instructor notice prior to any anticipated
absence, and within a reasonable amount of time after an unanticipated absence,
ordinarily by the next scheduled class meeting. Instructors must allow each student who
is absent for a University-approved reason the opportunity to make up work missed
without any reduction in the student’s final course grade as a direct result of such
absence.
POLICIES:
1. The course carries three (3) credits. Students are expected to complete course
requirements sufficient to earn three credits during the time-span of the course.
2. Students are encouraged to talk with the instructor if there are concerns or problems
relating to the course
3. A minimum grade of B (not B-) is required in order to continue in the ESE Master’s
program.
4. All written assignments must be typed, double-spaced with the name and number of
the assignment. All projects assigned will be discussed in class and a format provided
for each.
5. Due dates for assignments are provided in the course outline and will be enforced.
Assignments submitted late will lose points in relation to the lateness of the project.
For example, projects/papers submitted up to 1 week late will lose 5% of the possible
points. Those submitted more than one week late will lose 10% of the total points.
Work should be started early and may be turned in or brought to the instructor for
early feedback and help up to one week before due date.
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STUDENTS WITH DISABILITIES:
In compliance with the Americans with Disabilities Act (ADA) and FAU policy, students
with disabilities who require special accommodations to properly execute course work
must register with the Office for Students with Disabilities (OSD) and provide the
instructor of this course with a letter from OSD which indicates the reasonable
accommodations that would be appropriate for this course. OSD offices are located on
Boca, Davie and Jupiter campuses. Information regarding OSD services and locations
can be found on the FAU website.
BIBLIOGRAPHY
(A partial list of resources used in the development of this course.)
Baxendell, B. W. (2003). Consistent, coherent, creative: The 3 C’s of graphic organizers.
Teaching Exceptional Children, 35(3), 46-53.
De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the
writing performance and behavior of students with learning difficulties.
Exceptional Children, 63, 167-181.
Ives, B., & Hoy, C. (2003). Graphic organizers applied to higher-level secondary
mathematics. Learning Disabilities Research & Practice, 18(1), 36-51.
Manset-Williamson, G., (2005). Balanced, strategic reading instruction for upper
elementary and middle school students with reading disabilities: A comparative
study of two approaches. Learning Disabilities Quarterly, 28(1), 59-74.
Marchisan, M.L. & Alber, S.R. (2001). The write way: Tips for teaching the writing
process to resistant writers. Intervention in School and Clinic, 36(3), 154-162.
Mehigan, K.R. (2005). The strategy Toolbox: A ladder to strategic learning. Reading
Teacher, 58 (6) 552-66.
Troia, G. A., & Graham. S. (2002). The effectiveness of a highly explicit, teacherdirected strategy instruction routine: Changing the writing performance of
students with learning disabilities. Journal of Leaning Disabilities, 35 (4), 290305.
Electronic Resources:
http://www.thegateway.org/welcome.html
http://cbss.uoregon.edu/sampler.htm#sample
http://www.ldonline.org/
http://kucrl.org/
http://aace.virginia.edu/go/specialed/information/ints/para.html
http://curry.edschool.virginia.edu/go/readquest/strat/
http://www.everydayspelling.com/reference/refstrategies.html
http://www.fcps.k12.va.us/DeerParkES/kids/diane/Math/tenstrat.htm
http://www.iss.stthomas.edu/studyguides/
http://www.psychwww.com/mtsite/alphabet.html
APPENDIX A
GUIDELINES USED IN THE DEVELOP OF THIS COURSE.
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The instructor has included the guidelines of knowledge and skills related to the
goal and objectives of this course for beginning special education teachers. The
intent is to help the student understand the direction of the course and the relevancy
of the material to be learned.
COUNCIL FOR EXCEPTIONAL CHILDREN (CEC)
What every special educator must know: Ethics, standards and guidelines for special educators
(5th ed.) 2003. Reston, VA: CEC Publications.
4. Instructional Strategies
gc4K1
Sources of specialized materials, curricula, and resources for individuals
with disabilities
gc4K2
Strategies to prepare for and take tests
gc4K7
Methods for guiding individuals in identifying and organizing critical
content
cc4S2
Teach individuals to use self-assessment, problem-solving, and other
cognitive strategies to meet their needs
cc4S3
Select, adapt, and use instructional strategies and materials according to
characteristics of the individual with exceptional learning needs
cc4S4
Use strategies to facilitate maintenance and generalization of skills across
learning environments
gc4S1
Use research-supported methods for academic and nonacademic
instruction of individuals with disabilities
gc4S3
Teach learning strategies and study skills to acquire academic content
gc4S12
Use responses and errors to guide instructional decisions and provide
feedback to learners
STATE OF FLORIDA CERTIFICATION STANDARDS
FOR EXCEPTIONAL STUDENT EDUCATION (ESE)
2.5
3.1
3.3
3.5
Identify alternate assessment strategies & procedures & their appropriate use.
Analyze assessment information to identify a student’s environmental needs &
instructional levels, to select appropriate specialized techniques & learning
strategies, & to determine IEP content.
Identify instructional strategies for acquisition, generalization, & maintenance of
skills across real-life situations at school, at home and in the community.
Identify methods of accommodating & modifying assessment, instruction, &
materials to met individual student needs.
FLORIDA EDUCATOR ACCOMPLISHED PRACTICES (EAP)
4.1
4.2
7.1
Identifies strategies, materials, and technologies that expand critical thinking
Demonstrates and models the use of higher-order thinking skills
Varies activities to accommodate different learning needs, developmental levels,
experiential background, linguistic development and cultural heritage.
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FLORIDA SUBJECT AREA COMPETENCIES ESOL (ESOL)
6.
9.
22.
Apply current and effective ESOL teaching methodologies in planning and
delivering instruction to LEP students.
Develop experiential and interactive literary activities for LEP students, using
current information on linguistic and cognitive processes.
Develop and implement strategies for using school, neighborhood, and home
resources in the ESOL curriculum.
COURSE SCHEDULE FOR SEMESTER
SESSION DATE
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TOPICS
ASSIGNMENTS
10
1
Intro to course and overview
2
Background on strategic instruction
Research Base for metacognitive
instruction
Research base for cognitive
instruction
3
4
Data based decision making and
strategic instruction
5
Language based strategies
6
7
Math based strategies
8
Accessing the General Curriculum
9
Instructional Support Strategies
10
Social Skill Strategies
11
12
Independent Living Strategies
13
14
Strategic Curriculums
15
Content Enhancement Routines
16
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Scoring Rubric for Critical Assignment EEX 6259
Cognitive and Metacognitive Strategies Intervention
Name:_________________________________________________
Date:________ Instructor:______________________________
Points Earned:___/____ This Critical Assignment: ___ Exceeds Expectations ___ Meets Expectation ___ Does not Meet Expectations
Critical Assignment Title: Strategies Manual
Florida Educator Accomplished Practice: Standards 4, 7 & 10 Indicators: 4.1, 4.2, 7.1, & 10.2
Description of Critical Assignment: A Strategies Manual, containing strategies gathered from sources outside of the textbook, and/or written by the
student, will be developed. An introduction to the manual providing information to familiarize others (ESE teachers, general educators, parents, administrators,
and/or students) with the philosophy, goals, and rationale of the cognitive/metacognitive strategies approach to intervention shall be included. The manual will
provide strategies in the following areas: reading, written language expression, mathematics, independent study skills or independent living (transition) skills, and
social/behavioral skills. Note: One strategy in each section will be an original strategy. A short introduction to each section will be included. Each section will
contain a minimum of five (5) cognitive or metacognitive strategies. At least three of the five per section shall be from the literature.
Components
Content of
Strategies
Manual
Value = 80%
Points_____
Exceeds Expectations
92-100%
 All parts of the strategy manual are present:
- introduction
- steps of strategy
- rationale
- generalization plan
- reference section
The required numbers of strategies are provided with
no more than three in each section coming from the
text or instructor provided resources.
 Original strategies are included in the manual.

Mechanics
Value = 20%
Points_____
Student exceeds expectations by including the
following components in their strategy manual:
 student products are included
 instructional activities or plans for teaching at
least one lesson in each section are provided
Text is written with no errors in grammar,
capitalization, punctuation, and spelling.
EEX 6259 revised 7/08
Meets Expectations
91- 84%
All parts of the strategy manual are present:
- introduction
- steps of strategy
- rationale
- generalization plan
- reference section
The required numbers of strategies are
provided with no more than three in each
section coming from the text or instructor
provided resources.
Does Not Meet Expectations
<83%
Parts of the manual are missing
and/or understanding the plan of
use or rationale for the strategy
requires inference on the reader’s
part.
Original strategies are included in the
manual.
Text is clearly written with little or no editing
required for grammar, capitalization,
punctuation, and spelling. (no more than 3
errors)
Errors in grammar, capitalization,
punctuation, and spelling
repeatedly distract the reader and
major editing and revision is
required.
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