- Part 1: Defining The Problem
“I am absolutely convinced that there is, overall, far too little rather than enough or too much cognitive monitoring in this world. This is true for adults as well as for children, but it…
- Part 2: Quantifying Practice Quality
“Problem-solving skills mean little if a person is not motivated to use them.” Zimmerman & Campillo (2003) When I moved across the United States in 2012, I went from a studio of 45…
- Part 3: PIT Practicing
“For every minute spent in organizing, an hour is earned.” Benjamin Franklin Those who practice effectively utilize strategy (planning) when practicing. Some do it naturally and may not…
- Part 4: Goal Types
“We classify things for the purpose of doing something to them. Any classification which does not assist manipulation is worse than useless.” Randolph Bourne In the quest to help students…
- Part 5: Goal Interactions
While this is part 5 in the series, it also acts as a second part continuing the previous article (Goal Types), aiming to develop a generalized, robust framework for understanding goals.…
- Part 6: Reflection
So far, this series of articles have described how to give students and parents clear and accurate feedback each week, as well as ways to organize and understand goals to more effectively…
- Part 7: Independence vs. Modeling
“A man cannot search either for what he knows or for what he does not know. He cannot search for what he knows: since he knows it, there is no need to search; nor can he search for what he…
- Part 8: The 1-to-3 Rule
As mentioned in article #6, it’s difficult to generalize about specific problems that arise from acquisition goals. But the biggest acquisition goals of them all, such as “begin learning…
- Part 9: MetaPractice
“I often wish I could see my students every day, the way public school teachers do. But, this is a practical world, so we have to find ways to follow through at home, to be with them in…
