Self-Instruction
As the use of imagery may be a fundamental strategy for developing cognitive processing, our use of self-instruction techniques and self-talk is another. Manning (1990, p37) defines cognitive self-instruction (CSI) as "the ability to cognitively plan, organize, direct, reinforce, and evaluate one's own independent learning tasks, without teacher prompting. Groenewold and Der (p117) have a simpler definition of self-instruction: "... a process whereby clients are taught positive, self-enhancing stat
ements to replace negative or maladaptive self-statements." Seifert (1995, p6-8) suggests that "the power of self-instruction is obtained because of the combination of three powerful factors influencing learning - modelling, verbalization and self-regulation (metacognition)." These factors appear to be similar in nature to the modelling, practicing and cueing stages of the CSI model suggested by Manning (1988, p200; 1990, p40).
Modelling is an oral rehearsal of the generative thought process so that a student can experience how specific links are made between a new strategy and prior knowledge in problem-solving. Through verbalization, "the adult is making explicit the rules and strategies needed to carry out the task" (Seifert, 1995, p6-9), directing attention to important information and away from unnecessary ideas. The self-regulation factor of self-learning can be explained as self-questioning to focus on the problem:
"What do I need to do?" "How will I do it?" "How well is it working?" "How well did I do?" (Seifert, 1995, p6-10). Grade 8 science students experience this self-instruction model when faced with their first dissection. Probably despite the oral model presented by the teacher, the excitement of a dead frog of their own stimulates students to verbalize the steps in removing the heart or lungs. Students rapidly work through - What do we need to do first?; Sir, how do I remove the liver?; Are we cutting
across the right muscle? Hey, did you guys get all of the ovaries? Sir, can we have another frog? Students should be encouraged to talk to themselves positively, control their thoughts through the use of language and focus upon solving the problem at hand (Seifert, 1995, p6-3).
Seifert and Wheeler (p1) suggest that by teaching students to make these positive self-statements ".. it may be possible to shift students from concern about ability to concern about task mastery." Students in their thirties may remember the story entitled The Little Engine that Could. The story is about a small locomotive which gets called back into service and asked to tow a long and heavy train up the side of a steep mountain. By repeating the mantra - "I think I can! I think I can!" - over and
over the engine successfully reaches the top. Rolling down the other side of the mountain, the song repeats another positive self-statement - "I thought I could. I thought I could." Personally, these types of positive self-statements are given to students in every lesson, especially in classes where students are discovering chemistry and physics for the first time. These statements are also common in personal conversations with students when motivation or confidence is lacking.