Pressley and Woloshyn provide a general model for how to teach strategies, which is summarized in the text. Outline the steps of the strategy, and provide an example of how it could be applied

What will be an ideal response?

Teach a few strategies at a time, intensively and extensively, as part of the ongoing curriculum; in the beginning, teach only one at a time, until students are familiar with the "idea" of strategy use. Model and explain each new strategy. Model again and re-explain strategies in ways that are sensitive to aspects of strategy use that are not well understood. (Students are constructing their understanding of the strategy, refining the understanding a little bit at a time.) Explain to students where and when to use strategies, although students will also discover some such metacognitive information as they use strategies. Provide plenty of practice, using strategies for as many appropriate tasks as possible. Such practice increases proficient execution of the strategy, knowledge of how to adapt it, and knowledge of when to use it.

Encourage students to monitor how they are doing when they are using strategies. Encourage continued use of and generalization of strategies, for example, by reminding students throughout the school day about when they could apply strategies they are learning about. Increase students' motivation to use strategies by heightening their awareness that they are acquiring valuable skills that are at the heart of competent functioning with learning tasks.
Emphasize reflective processing rather than speedy processing; do all possible to eliminate high anxiety in students; encourage students to shield themselves from distraction so they can attend to the academic task.