HLP #14: teach Cognitive & Metacognitive Strategies to support learning & independence
Cognitive strategies:
Address the application of an approach to solve a problem or perform a task
MetaCognitive strategies:
Focus on students' self-evaluation of strategy's effectiveness
strategies help students:
Become self-directed, independent learners
Become better problem solvers
Scaffold success for academic & behavioral domains
Provide educators with instruction, professional development and/ or coaching in a range of strategies that can be used across various settings.
Tips for school leaders to support teachers
Monitor and provide feedback on educators’ selection and use of strategies to ensure that they match students’ needs within grade- level standards and curricula.
Keep educators informed of new strategies developed and recommended by researchers and provide necessary supports for implementing such
HLP 15: Use scAFfolded supports
Provide scaffolded supports across a wide range of areas including academics, language, behavior, motivation, attention,
social skills, and communication.
Use dynamic assessment to access students’ thinking, language, writing, or performance to determine the type and level
of scaffolded supports needed.
Are attentive to students’ motivation and engagement, and to whether students understand and value the purpose of
learning a concept or strategy, in order to plan for and adjust supports as needed
Provide only the amount of scaffolded support necessary to allow a student or group to perform at a level they could not
have performed at independently
tips for Faculty to Support Candidate’s Learning and Enactment
Enact
Introduce
Discuss with
candidates the meaning of
Scaffolded Supports in the
context of instruction and
ask them to identify times in
which scaffolded supports
were provided to them such
as by a teacher, coach,
parent, etc
Provide candidates
the opportunity to use
dynamic assessment to
determine the type and level of scaffolded support might be needed; discuss and provide feedback
Prepare
analyze
Provide small groups of
candidates with curricular materials and ask them to note adjustments they can make to minimize the barriers to learning, identify where scaffolded supports still will be needed, what types they would employ, and how they will determine when to gradually reduce the scaffolded supports
Distribute classroom
assignment artifacts to candidates and instruct them to develop a plan identifying what scaffolded supports they would use and why, narrative for how they would explain the support to students, and indicators for when to reduce the support.
Hadley Larson 740 Assignment 7
Hadley Larson
Created on May 7, 2026
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Transcript
high leverage practices 14 & 15
By Hadley Larson
HLP #14: teach Cognitive & Metacognitive Strategies to support learning & independence
Cognitive strategies:
Address the application of an approach to solve a problem or perform a task
MetaCognitive strategies:
Focus on students' self-evaluation of strategy's effectiveness
strategies help students:
Tips for school leaders to support teachers
HLP 15: Use scAFfolded supports
Provide scaffolded supports across a wide range of areas including academics, language, behavior, motivation, attention, social skills, and communication.
Use dynamic assessment to access students’ thinking, language, writing, or performance to determine the type and level of scaffolded supports needed.
Are attentive to students’ motivation and engagement, and to whether students understand and value the purpose of learning a concept or strategy, in order to plan for and adjust supports as needed
Provide only the amount of scaffolded support necessary to allow a student or group to perform at a level they could not have performed at independently
tips for Faculty to Support Candidate’s Learning and Enactment
Enact
Introduce
Discuss with candidates the meaning of Scaffolded Supports in the context of instruction and ask them to identify times in which scaffolded supports were provided to them such as by a teacher, coach, parent, etc
Provide candidates the opportunity to use dynamic assessment to determine the type and level of scaffolded support might be needed; discuss and provide feedback
Prepare
analyze
Provide small groups of candidates with curricular materials and ask them to note adjustments they can make to minimize the barriers to learning, identify where scaffolded supports still will be needed, what types they would employ, and how they will determine when to gradually reduce the scaffolded supports
Distribute classroom assignment artifacts to candidates and instruct them to develop a plan identifying what scaffolded supports they would use and why, narrative for how they would explain the support to students, and indicators for when to reduce the support.