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There is a general self-instruction process that can be applied to any task. This process begins with the student’s analysis of the activity and the personal strategies it has: 1st Self-questioning: The student asks himself what he should do if he has understood it, what they ask him and what data he has to work with. “What should I do, how …?” 2nd Analysis of tasks: Next, you should ask yourself what to focus your attention on, analyze what you have done so far and think about what you should do to move forward. 3rd Self-test: This is a fundamental phase. Our student must stop to assess if he is on the right path, if he is doing everything he should and if he is doing it well. 4th Self-effort: It is important to teach our students that they should value themselves positively when they find errors and correct them or that they are able to persevere in the task. For example: “I have discovered the error and corrected it!”. Next, we present the application of this cognitive strategy in an activity that we can develop in two class sessions. We will call it SELF-INSTRUCTIONS TO DEVELOP CREATIVE WRITING FROM THE VIEW OF A SHORT. First, we should start our session by browse around this website
and presenting an activity with enthusiasm that powers your imagination. We will ask our students to have pencils, rubber, colors, and the notebook on the table in an orderly manner. In the notebook, they will write a title: “Notes for my story …”. The title should be eye-catching, because this part of the activity is very important. They should write down details or ideas that seem important to them at the end of the story. During the viewing, no.
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