METACOGNITIVE STRATEGIES FOR THE SECONDARY SOCIAL STUDIES CLASSROOM BY: RODOLFO RAMIREZ Thinking...
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Transcript of METACOGNITIVE STRATEGIES FOR THE SECONDARY SOCIAL STUDIES CLASSROOM BY: RODOLFO RAMIREZ Thinking...
METACOGNITIVE STRATEGIES FOR THE SECONDARY SOCIAL STUDIES CLASSROOM
BY:RODOLFO RAMIREZ
Thinking about Thinking
The Perfect Scenario
Students can independently:
Have a great skill set
Read and follow directions
Find and use appropriate resources
Complete assignments without assistance
Our Reality
Students rely on you because: of:
Anxiety
Short attention spans
Need much reinforcement
Need much guidance and assistance
Do not have a good skill set
Metacognitive Awareness Why are some
students successful with challenges and others are frustrated?
How do students develop the necessary skills to fill the gap?
How can I help my students develop the practical intelligence for academic success and to achieve a college ready level of cognition?
Research on Metacognition Self-reflection has
positive effects on students’ academic and personal development
Successful students are self-regulated learners
Metacognitive processes are influenced by teachers’ methods and materials
Metacognition and Teaching What objectives
did I have in mind?
What was I thinking when I decided to focus on vocabulary terms prior to the reading activity?
How can I make this information easier to understand?
Did I assess the students properly?
Metacognitive Classroom Strategies and Practices:The Power of a Journal
A regular spiral or composition notebook can be a tool which supports and develops metacognition when used properly.
Realistic Advice and
Encouragement
Effective learning is based on positive thinking and a focused effort
Self-defeatism allows students to withdraw from situations
Less proficient learners make the greatest gains when metacognitive skills are part of instruction
Thinking Strategies Teacher modeling
Introduction and utility of new skills
Making an effort to have students understand what strategies are used in the thinking process
Validating utility of skills
Reciprocal Teaching Activities Helps students
become comfortable with metacognitive thinking
Provides steps for exploring texts
Requires guided practice when initially implemented
Discussions about Thinking Purposeful
interaction with text
Understanding the best practice of thought
Gaining insight from peers
Self-Assessment Self-regulation
leads to better performance and less dependence on others for resolving problems
Allows for students to grow into responsible and independent individuals
Questioning All students
should be able to think, reflect, and question in an effective and appropriate manner
It prompts students to search for the information they want to know which adds focus to their learning
Problem-Solving Activities Shift from basic
recall to analysis and application
Requires a variety of thinking tasks
Create a problem-solving activity which encompasses three metacognitive skills mentioned today with your group.
Make sure it includes your content area, but make sure it requires more than just information recall.
Conclusions
Metacognitive skills are imperative for our students’ success throughout high school and college
Teaching metacognitive skills early on can help maximize the population of students effectively learning in your classroom
Journals can be effective tools in developing metacognitive skills in your course
Credits
Works Referenced Gredler, M. E. (2009). Learning and instruction, theory into practice.
Prentice Hall. Joseph, N. (2010). Metacognition Needed: Teaching Middle and High
School Students to Develop Strategic Learning Skills. Preventing School Failure, 54(2), 99-103.
Photo Credits Photo taken from http://www.impactlab.net/2010/05/26/gaining-a-
competitive-edge-through-systems-thinking/systems-thinking-2/ - “Thinking about thinking”
Photo Taken from http://www.thesamohi.com/feature/the-calculus-cult- “students working”
M.C.Escher, “Hand with Reflecting Sphere” Auguste Rodin, “The Thinker” Photo taken from
http://www.time.com/time/magazine/article/0,9171,1713473,00.html – “great teacher”