Metacognition

Metacognitionand Reflective JournalingWhats Current Although some students naturally possess the ability to self-reflect, self-assess and monitor their comprehension, many students require guidance and explicit instruction in metacognition.What is Metacognition?thinking about thinkingThe ability for learners to understand their own learning processCan and should be modelled (cognitive modelling aka think aloud)Automaticity is the goalWhy Teach It?Metacognition fosters independent learning by providing personal insight into ones own thinking. Such awareness can lead to flexible and confident problem solving as well as feelings of self-efficacy and pride (Paris & Winograd, 1990).

To increase involvement in learning and personal ownership of learning To enhance problem-solving skillsTo foster reflective, creative interaction in a groupTo fine-tune critical thinking skillsApplicable across disciplinesEmotional as well as academic skillStudents learn to self-coachReaders Theater

Reflective JournalingHere are some ways you can respond:What did you picture in your minds?What did you know/think/wonder?What did you find interesting?Did you make any connections?Whats special about Stephanie?Make a prediction.*You may record your answers in your notebooks or using the Paper App.ReferencesBoulware-Gooden, R., Carreker, S., Thornhill, A., Malatesha Joshi, R. (2007). Instruction of metacognitive strategies The Reading Teacher 61(1). 70 - 77Dunlap, J.C. (2006). Using guided reflective journaling activities to capture students changing perceptions. Tech Trends 50 (6). 20-26Liuoliene, A. & Metiuiene, R. (2009). Students learning through reflective journaling. Santalka Filologija Edukologija 17 (4). 32-37.Martinez, M.E. (2006). What is metacognition? Phi Delta Kappan 696-699Munsch, R. Stephanies ponytail: A readers theater script. Retrieved from: https://bpsdteam.wikispaces.com/file/view/Stephanies+Ponytail.doc

The Best of Mozartnull, track 030041.035