Cognitive Self-Instruction (CSI) for Classroom Processes

By Brenda H. Manning

Subjects: Learning Theory
Paperback : 9780791404805, 358 pages, April 1991
Hardcover : 9780791404799, 358 pages, May 1991
Out of print (Paperback)

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Table of contents

Preface

Acknowledgments

Introduction

Part One: Theoretical and Conceptual Framework of Cognitive Self-Instruction

Overview of Part One

1. Historical/Theoretical Perspectives of Cognitive Self-Instruction

 

Theory of Verbal Self-Regulation
Zone of Proximal Development
Concept of Mediation
A. R. Luria and A. N. Leonet'ev Contributors

 

2. Metacognition

 

Flavell's Concept of Metacognition
Flavell's Taxonomy of Metacognition
Comprehension Monitoring

 

3. Other-Regulation

 

Proleptic/Dyadic Instruction
Cognitive Behavior Modification
Informed Training
Reciprocal Teaching

 

4. Theories Related to Verbal Self-Regulation

 

Attribution Theory
Information-Processing Theory
Self-Efficacy
Self-Regulated Learning

 

5. Related Cognitive Psychologies: CSI

 

Affective Side of Metacognition
Rational Emotive Therapy (Albert Ellis)
Transactional Analysis (Eric Berne/Thomas Harris)
The Language of Self-Support (Pamela E. Butler)
Self-Talk (Shad Helmstetter)

 

Summary of Part One

Part Two: Related Research in Cognitive Self-Instruction

Overview of Part Two

6. CSI Research by Grade Levels/Domains

 

Metamemory
Comprehension Monitoring
Dyadic Problem Solving
Cognitive Self-Control
Metacognitive Instruction for Academic Subjects

 

Summary of Part Two

Part Three: Classroom Application of Cognitive Self-Instruction

Overview of Part Three

7. Manning CSI Model

 

Modeling
Practicing
Cueing
Sample Lesson Plans
Additional Strategies
Where Does CSI Fit?

 

8. CSI Teaching Strategies

 

Metamemory
Comprehension Monitoring
Dyadic Problem Solving
Cognitive Self-Control
CSI Reinforcement

 

9. CSI by Grade-Level Divisions

 

Preschool
Early Elementary
Middle School
Secondary/College
Adults

 

10. Starting and Maintaining CSI Program

 

Introductory CSI Strategies
Self-Communication Classroom Environment
Diminish or Eliminate Unhelpful Self-Communication
CSI--Academic Subject Matter
CSI--Classroom Management Option
Transfer CSI Use from School to Home
Case Sudy: Using CSI for Attention Problems
CSI Materials and Helpful Aids

 

Summary of Part Three

A Final Word

Bibliography

Index

Description

Metacognitive strategies such as cognitive self-instruction have important implications for teaching and learning. Cognitive self-instruction (CSI) has proven successful in improving memory, comprehension, problem-solving, and behavioral self-control of both teachers and students.

This book is the first to combine the theoretical/conceptual and research aspects of CSI with applied classroom practices. Drawing on over a decade of research and utilization of the methods described here, Manning suggests applications of CSI for classroom strategies, classroom management, and teacher reflection.

Brenda H. Manning, Ed. D. is Associate Professor in the Department of Elementary Education at the University of Georgia.

Reviews

"The author has compiled and synthesized a large body of work regarding cognitive self-instruction (CSI). However, the chapters in which the applications of CSI for classroom use (both by teachers and students) are described are the most valuable, because they demonstrate that theory and research can inform practice. " — Dr. Jack Riley, Department of Teacher Education, Samford University