"The first thing I ask myself when I start a word problem," Liam Johnson, a math teacher, comments to his students as he displays a word problem on the board, "is ‘what is the problem asking for,' and then, if possible, I try to draw a diagram or picture of the problem to help me visualize the problem."
Of the following, the guideline for applying information processing with students that Liam is best demonstrating is:
a. Conduct reviews to activate schemas and check perceptions.
b. Begin learning activities with attention-getting experience.
c. Interact with students to promote cognitive activity and reduce cognitive load.
d. Model and encourage metacognition.
d
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