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Understanding Metacognition
for
Teachers & Their Students
Shery l Ross
ED 561 Adv. ED Psych
Dr. Michael Rousel l
Apri l 26, 2012
“THINKING-ABOUT-THINKING”
A METACOGNITIVE AWARENESS CONSORTIUM
By Cristóbal Vila
http://www.youtube.com/watch?v=kkGeOWY
NATURE BY NUMBERS
AN ATMOSPHERE FOR LEARNING
Six Key Strategies for Teachers
Alliance@al4ed.org, Case Study,2005
VOCABULARY & LANGUAGE DEVELOPMENT
EXPLORING VOCAB WORDS WITH ACADEMIC CONCEPTS BUILD ON STUDENT’S BACKGROUND KNOWLEDGEDIVERSE NEEDS
GUIDED INTERACTIONSTRUCTURE LESSONS FOR STUDENTS TO WORK COLLABORATIVELY ABOUT ACADEMIC CONCEPTS-LISTENING-SPEAKING-READING-WRITING
METACOGNITION & AUTHENTIC ASSESSMENTTEACHERS MODEL EXPLICIT CRITICAL THINKING SKILLS TO CREATE HIGHLY SKILLED READERSUSE A VARIETY OF ASSESSMENTS TO CHECK UNDERSTANDING
EXPLICIT INSTRUCTIONDIRECT TEACHING OF CONCEPTS & ACADEMIC LANGUAGE
MEANING-BASED CONTEXT & UNIVERSAL THEMESTAKING SOMETHING MEANINGFUL FROM STUDENTS’ LIVES TO SPRINGBOARD INTO ACADEMIC CONCEPTS
MODELING-GRAPHIC ORGANIZERS- VISUALSMAKES LANGUAGE & CONTENT MORE ACCESSIBLE TO STUDENTS
The Metacognitive Competence of ChildrenInternational Journal of Bilingualism, 2010
A Role-Play Scenario of Student Strategies- How kids do it
Thinking…Knowing…Learning...Control…Cool…
• Directed attention- The child focuses on a semiotic cue identifying
the problem.• He/she tries to get back on track.• Control of emotions- The child shows self-determination to communicate and
does
not manifest any frustration feelings.• Anticipation- The child elaborates a plan to act while thinking aloud.• Mime- The child proposes to show something using mime.• Cooperation- The child proposes an explicit action to communicate with
the other child.• Code-switching- The child proposes another language to communicate (sign
language included).• Imitation- The child proposes to do the same as the other.• Clarification- The child makes more propositions in order to reassess the
information source.• Ask for assistance- The child explicitly refers to an external help to intervene.
Mnemonics
Loci Method: Technique of associating items with specific places, for example, picturing where something belongs to think of the name.
Peg-type Mnemonics: systems of associating items with cue words, for example, one is bun, two is shoe, three is tree. The words you want to remember are “pegged” to already known systematic words that naturally link together. Acronyms: Technique for remembering things by using the first letter of each thing to create a word that is easy to remember.
Distributed Mnemonics: sorting words in categories.
Chain Mnemonics: linking a memory strategy in which each thing in the series is linked to the next, for example, “i before e except after c” or GenkiEnglish.com songs and activities to match phonics
Keyword Method: system of associating new words with similar sounding words or images in order to remember them more easily.
Visual Memory: multi-sensory, mental imagery, using physical items, pictures, word cards,
The art of memory using systematic procedures for improving memory. These strategies take what needs to be learned and connect it with
already known words or images.
A Metacognitive Awareness Lesson for TeachersA Time to Reflect & Learn- Professional Development
Duration- 55 minutes
Objectives-
Metacognition Strategies
• What are the mnemonic strategies?
• What strategies work best for you, the learner?
• How can we transfer metacognitive awareness into the elementary classroom to help our students with their learning?
Materials Needed:
The Set- the quiet atmosphere for learning because we deserve it:
SMARTboard for Video “Nature by Numbers” on Vimeo or YOUTube
Candle, lighter (low lighting) or battery-lites and group table labels
Online or CD Player, instrumental music
Note: This was a part of a lesson we did last year and our peers loved the experience.
Banners- made with plastic table rolls, silver paint, ribbon in soothing colors hanging floor to ceiling
Ethnic- gentle music online or CD and player
Brain Food-Table- I prefer big bowls of fruit, bread nuts, bottled water, table, cloth, serving utensils, service
Tables for small groups of teachers
Table strategy labels: Visual Imagery, Loci Mnemonics, Chain Mnemonics, Distributed Mnemonics, Rote Memorization
Table strategy materials for group learning
Hand-out of strategies:
Metacognitive Journals
http://freeology.com/wp-content/files/metacognitivejournal.pdf
Metacognitive toolkit
http://www.readingresource.net/support-files/metacognitionyoolkitrevised.pdf
List of common words for strategies on poster
Small tablets to write down words, pencils
Additional informative posters
Lesson continued…
ResourcesOnline Video- Nature by Numbers. Vila, Cristobal, 2008, YouTubeOnline Video-Metacognition Song, 2010. Uploaded by frogeeteacher. youtube.com.Google Images
PreparationPrepare set materials and roomPrepare bannersPrepare foodPrepare strategy materials for group tablesSet-up with food available as audience walks in.Opening: 10 minutes
Meet and Greet- teachers asking them to find a seat with one of the group tables and eat.Turn on Nature by Numbers video presentationIntroduce metacognitive concept with word gameRole-Play Student metacognitive CompentenciesIntroduce class table activities and Tables- each group instructor introduces table strategyBreak-out into groups:
Demonstrate and provide strategy lesson with each group: 10 minute rotation
Visual Imagery: Using physical items, picture and word cards using common wordsLoci-type Mnemonics: List of words, association, acronyms using common wordsChain Mnemonics: 1st word associaltion-2nd word association and on, verbal association using common wordsDistributed Mnemonics, sorting using common words.Rote Memorization, flash cards, repetitious writing using common words.Each Group- Ask everyone to write down the list of common words without looking at their materials after table strategy implementedConversation: Prompts- All tables-How did this make you aware of your cognitive thinking process?What strategies have you taught yourself?How did the music, food, ambiance effect how you think?What does this mean for our young learners?
Closing: Youtube Video, Metacognition Song in the Classroom
Lesson Outcomes
Metacognitive awareness will transfer into our
classrooms at either the university or elementary
levels.
We will teach students how they think-to remember-how to recall information
We will teach students new understandings-awareness-how to explain new ideas or concepts
We will teach students analysis-how to discriminate or compare and contrast
We will teach students how to strategize and evaluate-to defend and stand for a decision
We will teach students how to create, design construct their thinking strategies
Multimedia coding-To bring out the best thinking strategy!Using physical items: with texture-smell-colorUsing picture and word cards: to correspond with physical itemsBuilding connections: show or discuss cultural similarit ies and diff erencesWorking memory for verbal-visual images:Frames for Fluency and pic word cue cards, Carousal
Topics based on phonics lessonSee attachment for pictureand word cards example
VISUAL & IMAGERYA PICTURE IS WORTH A THOUSAND WORDS
Apply to My Classroom
Phonology-Study of sounds
Sound-Symbol Association
Syllable Instruction
Morphology
Syntax
Semantics
Curriculums:
Modified Orton-Gillingham Method
The Spaulding Method
English to a Beat
Alphabetic Phonics
Seq. English Ed
Lindamood-Bell Method
The A.P.S. Linguistic Approach to Literacy
Starting Over
Frames for Fluency
GenkiEnglish.com
A Multisensory
Structured Language ProgramTeaching is done using all learning pathways in the brain simultaneously in order to enhance memory and learning:
Systematic & Cumulative following the logical order of language
Direct Instruction-inferential learning with student/teacher interaction
Diagnostic Teaching must be adept at prescriptive or individualized instruction
Synthetic/Analytic Instruction uses parts of a language builds to whole meaning/and vise versa
…because our students think differently!
“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”
Parker J . Palmer, The Courage to Teach
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