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Comparison of old and new teaching methods
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Literature Review
Research on the Problem
Researchers and theorists have sought the key behind getting students to learn for decades. For every theory placed on the table, there is another waiting to clear it off and replace it. This dichotomy can be challenging for teachers who are searching for the answers to help them reach their students especially when these students are asked to do mundane tasks like memorize. In addition, many teachers struggle to identify the root cause of their student’s struggles with material, and once pin pointed, they often find it difficult to address these causes.
What are the exact challenges the students are struggling with? In her research, Nancy Joseph, believes the answer to this question lies in a lack of metacognitive ability in the students. “Your ability to plan, monitor, and evaluate your performance reveals sophisticated cognitive activity.” (Joseph, 2006) If the students are not capable of reaching this level of cognitive ability, they will not be able to grow with the difficulty of the class material. Each student learns best in his or her own way, and by understanding this “learners are able to use their academic strengths to develop additional skills and understanding, moving toward greater intellectual maturity.” (Joseph, 2006) Students cannot develop critical thinking skills as it relates to content if they do not possess the skill to think critically at all.
The pathway to metacognitive ability begins with self-reflection. At the junior high level, students are unaware that the ability to be reflective is a skill that will carry them through life; not just in their current Language Arts Classroom (Joseph, 2006). Teachers are told almost daily about how important ...
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...is difficult, and that they must be creative in finding ways to make easier for the students to understand. If they do not, then they will keep doing what they have always done, and continue getting the same results.
I hope to examine parts of the studies that have already been conducted on these issues. I will be looking at the result of connecting games, social interaction, practice, direct instruction, indirect instruction, and to what extent a student’s metacognitive level has on their ability to memorize material such as prepositions. As Ellis noted, “the results of the research do not afford conclusions that can be readily applied to language pedagogy.” (Ellis, 2011) My attempts will be focused on a more general scope of application in the classroom, and I will try to bridge the gap between the research, theorists, and practical application.
article, “Cognitive psychologists use the term metacognition to describe our ability to assess our own skills, knowledge, or learning. That ability affects how well and how long students study— which, of course, affects how much and how deeply they learn” (Lang, 2012). Students who thrive academically regularly rely on being able to think effectively and independently in an effort to take control of their learning. A student who is motivated about education and navigating toward academic achievement
monitoring strategy use, (4) orchestrating various strategies, and (5) evaluating strategy use and learning (Anderson, 2002). According to O’Malley and Chamot (1990), metacognitive strategies mean ‘involve both knowledge about learning (metacognitive knowledge) and control of regulation over learning (metacognitive strategies). Metacognitive knowledge refers to knowledge of one’s own cognitive processes and those of others . . . Regulation of learning, as distinguished from
practice. (Kaplan, 2008) While there are competing theoretical models and some disagreement over how best to define the term and its constituent parts, it is generally agreed the topic of metacognition is concerned with metacognitive knowledge, metacognitive experience, and metacognitive regulation and monitoring. (Flavell, 1979; Hacker, Dunlosky, & Glaesser, 1998; McCormick, 2003; Zimmerman & Schunk, 2011; McLeod, 1997; Schneider & Lockl, 2002; Cross & Paris, 1988; Flavell, 1979; Paris & Winograd,
that the students are doing their assigned reading but also so that we can assess what our students are thinking about the reading (learning) in which they are actively participating. I feel that this helped to reaffirm not only what we are doing in the classroom but also to further reinforce the importance of metacognition as a threshold concept. By understanding the outcomes of the students that participate in journaling through this article, where they saw improvement in their students, and where
who lack metacognitive abilities. Students without the ability to self-regulate and monitor their understanding become lost in the large crowd of a lecture hall. With such a high student-teacher ratio, these students who are unable to fend for themselves cannot excel in this environment without extra, specialized help which most teachers don’t have the time to give. Lecture halls are effective learning environments for some people though, and if more students possessed strong metacognitive abilities
knowledge and the ability to consciously monitor and adjust these cognitive states, processes and knowledge (Papaleontiou –louca, 2008) that helps improve learning and memory. It is the higher-order of thinking of one’s progress towards achieving a desired goal. Metacognitive thinking are thoughts that helps in decision-making for students and help them practice metacognition. Metacognition is suitable for academic learning for students than other learning strategies because it helps students become an active
who seek to work with young individuals would do well to have a strong understanding of how young people, who are going through middle childhood and adolescents grow and develop cognitively. Cognitive development affects much more than individuals ability to fair intellectually, but it also affect the behavioral and social development. In Piaget’s stages of development, he described middle childhood (ages 6 to 12) as being in the Concrete Operational Stage. In this stage, children are able to decenter
primarily refers to the awareness of a potential learner's own learning process. In simpler terms the metacognitive process is the process by which a student determines what he or she truly does or does not know. In other words, it refers to an individual's ability to understand, control, and manipulate his or her own cognitive processes. From a purely technical point of view, the metacognitive process can been explained as simply "thinking about thinking", a mental exercise in educational self-awareness
Bloom and Engelhart (1956) revealed that there were three factors influencing on students’ learning achievement including, cognitive domain namely students’ own background knowledge and skills, affective domain such as attitude on the subject, school and learning processes, interest, motivation, self-efficacy, self-esteem and teaching quality factors namely, instruction acknowledgement, participation in class activities, teacher’s sanction system and giving feedbacks (Bloom & Engelhart, 1956). Achievement
predicting actions performed by others. The ability to collaborate with others, to take turns, to act in a coordinated and joint manner is necessary for language and communication as well(Gianelli,2013). The socio-cognitive perspectives on reading and learning were used to provide a framework for this study. It provides a better understanding on the cognitive processes students use or do not use and how teachers can better understand their connections with their students. In
Metacognition helps enlightens the readers or learners to self-awareness and self-monitoring by sharpening areas of their cognitive processes or practices that need to be improved upon, studies show that top class students usually know their strengths and weaknesses while students that have lower grades are yet to identify areas of their learning processes that are either their strengths or weaknesses. When learners become aware of their strengths and, particularly weaknesses, a new door of learning
revise and re-think it for constant improvement. “Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.” (Elder and Paul, 2010). Once you go through this process, you the skills and abilities to critically think about any topic in life without being egocentric or prejudice by your own
metacognitive and self-regulated strategies for effective learning. Pintrich and DeGroot (1990) point out there are three important General categories of self-regulated learning based on the results obtained from several studies on self-regulated learning. These three categories are: (a) Learners’ metacognitive strategies, which involve planning, monitoring and assessing the learning process, (b) Learners’ efforts and persistence in learning. For instance, students will achieve a high standard
to use? What works and what does not work? Metacognitive skills allow learners to __plan__, __control__, and __evaluate__ the process. !!!Plan A plan tells you what you need to accomplish to make a complicated situation more manageable. Planning for the learning process is an important metacognitive skill. When a student understands why they are learning certain information, they are more engaged. This makes the learning process easier because students are thinking about what they are trying to
Metacognitive Letter Metacognition- the understanding and awareness of the thought processes of the self. This is known in many academic and professional spheres are reflection because it involves retrospective thinking and finding the value in past experiences. To me, being metacognitive is understanding that one’s ideas and attitudes to particular topics are fluid and are only an effective argument away from being convinced otherwise. Metacognition is incredibly important in both academic and