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    Chapter 1 Metacognition

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    Cegy Dawisan
    This document outlines strategies for developing metacognition in students. It discusses teaching students about growth mindset and the science of metacognition. It recommends giving students opportunities to reflect on what they don't understand and on their coursework. Using learning journals is suggested to help students monitor their own thinking. Wrappers can be used to increase monitoring skills by integrating metacognitive practices into existing activities. The document also discusses using essay exams rather than multiple choice to encourage higher-level thinking and facilitating reflexive thinking through challenging discussions about biases.

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    Chapter 1 Metacognition

    Uploaded by

    Cegy Dawisan
    45 views3 pages
    This document outlines strategies for developing metacognition in students. It discusses teaching students about growth mindset and the science of metacognition. It recommends giving students opportunities to reflect on what they don't understand and on their coursework. Using learning journals is suggested to help students monitor their own thinking. Wrappers can be used to increase monitoring skills by integrating metacognitive practices into existing activities. The document also discusses using essay exams rather than multiple choice to encourage higher-level thinking and facilitating reflexive thinking through challenging discussions about biases.

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    This document outlines strategies for developing metacognition in students. It discusses teaching students about growth mindset and the science of metacognition. It recommends giving students opportunities to reflect on what they don't understand and on their coursework. Using learning journals is suggested to help students monitor their own thinking. Wrappers can be used to increase monitoring skills by integrating metacognitive practices into existing activities. The document also discusses using essay exams rather than multiple choice to encourage higher-level thinking and facilitating reflexive thinking through challenging discussions about biases.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    45 views3 pages

    Chapter 1 Metacognition

    Uploaded by

    Cegy Dawisan
    This document outlines strategies for developing metacognition in students. It discusses teaching students about growth mindset and the science of metacognition. It recommends giving students opportunities to reflect on what they don't understand and on their coursework. Using learning journals is suggested to help students monitor their own thinking. Wrappers can be used to increase monitoring skills by integrating metacognitive practices into existing activities. The document also discusses using essay exams rather than multiple choice to encourage higher-level thinking and facilitating reflexive thinking through challenging discussions about biases.

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    GEE 103

    Ed 105- Facilitating Learner – Centered Teaching with Emphasis on Trainers Methodology (TM) 1

    Chapter 1. Metacognition
    .

    Course Title:
    Facilitating Learner – Centered Teaching with Emphasis on Trainers
    Methodology (TM) 1

    Course No: Ed 105

    CHAPTER I METACOGNITION

    1. Make a collection of teaching strategies that develop metacognition in


    students.
    1. Teach students how their brains are wired for growth.
    The beliefs that students adopt about learning and
    their own brains will affect their performance.
    Research shows that when students develop a growth
    mindset vs. a fixed mindset, they are more likely to
    engage in reflective thinking about how they learn and
    grow. Teaching kids about the science of metacognition
    can be an empowering tool, helping students to understand how they can
    literally grow their own brains.

    2. Give students practice recognizing what they don't understand.


    The act of being confused and identifying one's lack
    of understanding is an important part of developing
    self-awareness. Take time at the end of a challenging
    class to ask, "What was most confusing about the
    material we explored today?" This not only jumpstarts
    metacognitive processing, but also creates a classroom
    culture that acknowledges confusion as an integral part of learning.
    3. Provide opportunities to reflect on coursework.
    Higher-order thinking skills are fostered as students
    learn to recognize their own cognitive growth.
    Questions that help this process might include:

    4. Have students keep learning journals.

    One way to help students monitor their own thinking is


    through the use of personal learning journals. Assign
    weekly questions that help students reflect on how
    rather than what they learned. Questions might
    include:

    What was easiest for me to learn this week? Why?


    What was most challenging for me to learn? Why?
    What study strategies worked well as I prepared for my exam?
    What strategies for exam preparation didn't work well? What will I do
    differently next time?
    What study habits worked best for me? How?
    What study habit will I try or improve upon next week?
    Encourage creative expression through whatever journal formats work best for
    learners, including mind maps, blogs, wikis, diaries, lists, e-tools, etc.

    5. Use a "wrapper" to increase students' monitoring skills.


    A "wrapper" is a short intervention that surrounds an
    existing activity and integrates a metacognitive
    practice. Before a lecture, for example, give a few
    tips about active listening. Following the lecture, ask
    students to write down three key ideas from the
    lecture. Afterward, share what you believe to be the
    three key ideas and ask students to self-check how closely theirs matched your
    intended goals. When used often, this activity not only increases learning, but
    also improves metacognitive monitoring skills.

    6. Consider essay vs. multiple-choice exams.


    Research shows that students use lower-level thinking
    skills to prepare for multiple-choice exams, and
    higher-level metacognitive skills to prepare for essay
    exams. While it is less time consuming to grade
    multiple-choice questions, even the addition of several
    short essay questions can improve the way students
    reflect on their learning to prepare for test taking.

    7. Facilitate reflexive thinking.


    Reflexivity is the metacognitive process of becoming
    aware of our biases -- prejudices that get in the way of
    healthy development. Teachers can create a classroom
    culture for deeper learning and reflexivity by
    encouraging dialogue that challenges human and societal
    biases. When students engage in conversations or write
    essays on biases and moral dilemmas related to politics, wealth, racism, poverty,
    justice, liberty, etc., they learn to "think about their own thinking." They begin
    to challenge their own biases and become more flexible and adaptive thinkers.

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