Previous Chapter Chapter 5: Reconsidering Noncognitive Skills Next Chapter

  • Citations
  • Add to My List
  • Text Size

Reconsidering Noncognitive Skills
Reconsidering Noncognitive Skills
Chapter Goals/Key Ideas
  • Noncognitive skills are important: Incorporate them throughout teaching and learning.
  • There is a strong connection between noncognitive attributes and life achievement.
  • Mastery of noncognitive skills and dispositions is essential for at-risk learners.
  • There is both rationale and strategy for assessing noncognitive skills and attributes.
Cognitive and Noncognitive: Not an Either/or

iStock.com/bayhayalet

Emerging research shows that cognitive competencies are built on foundations of social, emotional, and personal attributes. According to the Institute of Education, “Non-cognitive skills including self-control and engagement in learning are correlated with high academic outcomes” (Gutman & Schoon, 2013, p. 2). In these schools, educators and students embrace, scale up, and utilize these building blocks.

Call them what you like, metacognitive, noncognitive, social-emotional, or something else, they are the keystones that ...

Looks like you do not have access to this content.

Login

Don’t know how to login?

Click here for free trial login.

Back to Top

Copy and paste the following HTML into your website