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Metacognition: Teaching students how to think

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Metacognition: Teaching students how to think

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  1. META-COGNITION TEACHING STUDENTS HOW TO THINK PREPARED BY: JERICO M. COLON, BSED/ESLT

  2. CONTENTS 1. INTRODUCTION 2. DEFINITION OF TERMS 3. PROBLEMS ENCOUNTERED IN TEACHING CAMBODIAN STUDENTS (GEP PROGRAM) 4. THE NEEDS ANALYSIS 5. RESULT 6. SOLUTION 7. SUPPORTING THEORIES 8. KINDS OF LEARNERS 9. BENEFITS 10. KINDS OF KNOWLEDGE 11. META-COGNITIVE STRATEGIES 9. ACTIVITIES THAT WILL DEVELOP THE STRATEGIES 10. REFERENCES

  3. DEFINITION OF TERMS • Cognition - The mental action or process of acquiring knowledge and understanding through thought, experience and the senses. • Meta-Cognition - is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond". Awareness of his own mental processes • Needs analysis • is an element of designing (or reviewing) a curriculum. Its purpose is to establish key learning outcomes and requirements in the design and delivery of a course or learning activity. The needs relate to the characteristics, concerns and potential constraints of the students (or any other relevant stakeholders). The analysis seeks to match possible or proposed techniques and materials to these needs and thus identify whether the design is appropriate to the intended goals.

  4. Metacognitive strategies • refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking • Metacognitive controlInvolves the learner making changes and adapting strategies. This will often happen following monitoring, for example, if the monitoring indicates they are not doing so well on a certain task.

  5. Common problems encountered They’re passive learners. The don’t see the correlation of every lessons They rely too much in dictionary Think in khmer, then translate in English They retain less Focuses more on forms Score is everything They tend to write and memorize Not equally motivated when studying ESL Struggling to apply the learned material After the needs analysis • 1. Not learning much from the lesson/course • 2. They rely too much in dictionary • 3. Most of them are passive learners. Afraid to make mistakes • 4. They focus on forms and very less regard with function • 5. Students struggle to apply the learned material

  6. What am I being asked to do?’‘Which strategies will I use?’‘Are there any strategies that I have used before that might be useful?’ ‘Is the strategy that I am using working?’‘Do I need to try something different?’ ‘How well did I do?’‘What didn’t go well?’‘What could I do differently next time?’‘What went well?’‘What other types of problem can I use this strategy for?’

  7. SUPPORTING THEORIES • American developmental psychologist, John Flavell, (1981) identified a useful distinction between the two: strategies used to make cognitive progress are ‘cognitive strategies’; strategies used to monitor cognitive progress are ‘metacognitive strategies’. • developed the idea of the Zone of Proximal Development. •  This zone lies between what a learner can achieve alone and what a learner can achieve with expert guidance. • The expert, initially takes responsibility for monitoring progress, setting goals, planning activities and allocating attention for example. Gradually, the responsibility for these cognitive processes is given over to the learner. • Soviet psychologist Lev Vygotsky (1896–1934) theorised processes that would be regarded as metacognitive. . The learner becomes increasingly capable of regulating his or her own cognitive activities.

  8. Levels of metacognitive learners according to David Perkins (1992)  TACIT AWARE REFLECTIVE STRATEGIC

  9. WHY METACOGNITION? It can boost your academic performance It helps a person understand his or her own cognitive performance and regulate their own thinking is key to facilitating lasting learning experiences and developing lifelong learners The strategies and activities will develop the students’ higher order thinking skills and support learners’ ability to self-regulate helps students to become active and independent learners Helps engage disengaged learners Learners who use metacognitive strategies are likely to be able to achieve more. 

  10. declarative knowledge – knowing parts of the paragraph, grammar forms, part of speech, knowing definitions concepts procedural knowledge – knowing how to do something or perform a task, learning to use present perfect, changing a word to different forms conceptual knowledge - understanding the inter relations between concepts , definition, and facts. The level where students are able to be creative to this new knowledge, think about it in new ways and apply it in new situations. Is what every teacher would want META-COGNITION

  11. annotated drawings, concept mapping , self-questioning, checklist, META-COGNITIVE STRATEGIES Reciprocal Teaching Course/lesson wrapper

  12. Annotated drawings are not considered finished products. They represent one's best explanation of a process at a point in time; they are works in progress. They provide a way for communicating one's thinking with others.

  13. A concept map is a way of representing relationships between ideas, images or words.

  14. Reciprocal teaching is a strategy used to develop reading comprehension (Palincsar and Brown 1984). Working with small groups of students, the teacher models the use of four key strategies that support reading comprehension: (i) questioning(ii) clarifying(iii) summarising(iv) predicting The students are then asked to take on the role of teacher and teach these strategies to other students. The goal is to prepare students to run their own discussion Kids take turns as leaders

  15. Activities that promote metacognition should: • -Facilitate equal participation • -Ensure students do most of the talking • -Take place before, during, and after an experience • -Happen in different group configurations (individuals, pairs, small group, large group)

  16. Thank you REFERENCES https://ciel.viu.ca/teaching-learning-pedagogy/designing-your-course/how-learning-works/ten-metacognitive-teaching-strategies https://cambridge-community.org.uk/professional-development/gswmeta/index.html https://www.ldatschool.ca/metacognitive-strategies-or-thinking-about-my-thinking/ https://resources.depaul.edu/teaching-commons/teaching-guides/learning-activities/Pages/activities-for-metacognition.aspx Flavell, John H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906–911. Darling-Hammond, Linda, Austin, K., Cheung, M., & Martin, D. (2003). Thinking about thinking: Metacognition. The learning classroom: Theory into practice. Stanford University School of Education. Tanner, Kimberly D. (2012). Promoting student metacognition. CBE–Life Sciences Education, 11(2), 113–120.

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