The self‐regulated learning aspect of metacognition: A component of gifted education

Abstract

As interest increases in the connection between metacognition and gifted, a shift in the definition of giftedness from person to performance variables allows an even closer link to skills of self‐regulatory metacognition such as defining, focusing, persisting, guiding, coping, correcting, reinforcing, and solving. Researchers recommend explicit instructional models that teach specific strategies for disciplined, reflective problem solving while stressing accuracy and persistent concentration. This article provides such a detailed account of a classroom‐tested early childhood pedagogy for gifted learners, especially the underachieving gifted. Teacher and peer modeling of think‐aloud, behavioral demonstration, and cueing of five steps to efficient task accomplishment are outlined with examples. Benefits of productive self‐regulated learning strategies during task periormances are reported from teachers, parents, and students.