by Guest Blogger Donna Wilson
Learning to manage time and meet deadlines are valuable skills for
workers of the future—and the students in your classroom right now!
explicit instruction on time management, you can guide students to
understand the importance of scheduling tasks to finish school
assignments and to complete big projects on time without cramming at the
end and turning in half-finished, subpar work.
Time management is one of 25 cognitive assets covered in the Thinking for Results
approach (Wilson & Conyers, 2011). Guiding students to learn to
“think about their thinking”—to become more metacognitive—and develop
their thinking and problem-solving skills is a central tenet of the
graduate degree programs with a major in Brain-Based Teaching that we
co-developed and are being offered through Nova Southeastern
University’s Fischler School of Education.
Shaver, who earned her Ed.S. degree with a Major in Brain-Based
Teaching, has told us that students realize many benefits by becoming
more self-directed and “learning to learn” through metacognition.
confidence level increases once they realize they have potential to
learn and achieve. The cognitive assets I found especially useful were
the ones that had to do with time management. I was able to use those as
strategies to keep them on schedule,” Ms. Shaver explained. “I could
say, ‘You want to get this class done by December, correct? And how many
weeks is that?’ I put the ownership in their hands.”
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