Group items tagged

"When metacognitive talk is employed as an instructional tool, students learn to use discussion as a way to build knowledge instead of just participating to display what they already know."

Blog post considers the gap between teaching the mechanics of reading with the challenges of encouraging self reflection and metacognitive practices to connect to texts - this can be scary stuff for students.

I-Search is the process of searching for answers to questions which have personal meaning to the writer combined with a metacognitive review of the search process. Instead of restating old information as done in the traditional research paper, I-Search is inquiry-based and the path of discovery is driven by the need to find answers. I-Search embraces the emotional involvement of the writer and imparts the inner conflicts discovered as it becomes necessary to choose between alternative answers to questions along the way. I-Search is the story of the search rather than the summary of answers found in traditional research papers.

What does it mean to be a reader in the 21st century? Many studies indicate that reading print offers increased metacognition and comprehension over online reading. However, is this truly the case or is it simply the result of studying students that have not had explicit instruction in how to read online? Although many of us use online and digital text formats, how much instruction have we had in how to navigate and comprehend it? Do these studies illuminate the reality that we need to learn how to be both an effective reader of digital AND print texts?

"The project Exploring Problem Based Learning in Schools has identified 4 principles which inform PBL in STEM education: a) flexible knowledge, skills, and capabilities; (b) active and strategic metacognitive reasoning; (c) collaboration based on intrinsic motivation; and (d) problems embedded in real and rich contexts."

This routine helps students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and recognizing cause and effect relationships.

Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. This site informs on the pedagogy and practices to enable visible thinking in students.

Two very common acronyms in classrooms are our dear friends WALT and WILF, which stand for "We are learning to…" and "What I am looking for…" These two characters are child friendly ways to share the less prosaic and perhaps less easily understood, learning objectives (LO) and success criteria (SC).

"Improve engagement, comprehension, and critical thinking by teaching students the process of asking insightful questions."

"16 characteristics of effective problem-solvers have been have been derived from studies of efficacious problem-solvers from many walks of life"

"When we provide students the time and place for reflection, we empower them as learners and thinkers. Reflection on a lesson or on their own progress also allows them to build skills in critical thinking that they can apply when they are problem-solving and learning on their own."