Activating Learning: Teaching for Metacognition. The following post is by Jennifer Eidum Zinchuk, Assistant Professor of English specializing in Composition Studies at Elon University.
Much like global citizenship, “Metacognition” is a common buzzword in conversations about student success in higher education. It is one of the eight “Habits of Mind” outlined in the Framework for Success in Postsecondary Writing. In Composition and Second Language Writing research, metacognition is often cited as a valuable tool to help students succeed as rhetorically and culturally adept global learners. What many researchers and practitioners take for granted, however, is what the concept fully means and how it might be fostered in our students’ learning lives.
In practice, metacognition, or thinking about thinking, is often conflated with reflection, or the conscious exploration of past experiences. Metacognition. Apprendre à apprendre - Métacogniton, méthodologie. Favoriser la métacognition au collège. Hands-Off Teaching Cultivates Metacognition. As a teacher, you put a lot of thought into how to make your class and the material as accessible and engaging as possible.
You think about what you know, and how you first learned it. You think about what your students already know, and how to use that knowledge as the foundation for what you're about to teach. And, as if that's not enough, you think about how to make your content so engaging that no matter what else is happening (lunch next period, upcoming prom, or the latest social media scandal among the sophomores), your lesson will hold your students' attention.
All that thought goes into a lesson, and still there are students spacing out during class or seeming to fall behind. Working so hard and still not reaching every student can be frustrating. Introduction aux cinq gestes mentaux. La Gestion Mentale élaborée par Antoine de la Garanderie s'appuie sur la maîtrise des cinq gestes mentaux que sont l'attention, la mémorisation, la compréhension, la réflexion et l'imagination créatrice, mais aussi sur deux éléments importants : l'évocation et le projet mental.
Il m'est alors apparu opportun de rajouter la perception dans ce cours introductif pour que le lecteur assimile plus facilement la différence fondamentale entre percevoir et évoquer. 1. Apprendre à réussir, réussir à apprendre : bienvenue ! - Réussir à apprendre, apprendre à réussir. Gestion mentale. Error. Andre Giordan Recherches. Les recherches et les innovations d’André Giordan sont connues à plusieurs titres.
Sur l’apprendre, ses premiers travaux ont : mis à plat les processus d’investigation des élèves, notamment en matière d’attitudes et de démarches scientifiques d’une part permis de prendre conscience de la place et du rôle des conceptions et des obstacles pour les transformer. Son modèle dit « allostérique » (allosteric Learning model) est devenu une référence internationale ; il relativise les approches « constructivistes » et met en évidence une dynamique systémique et paradoxale de l’apprendre. Son environnement didactique catégorise les paramètres pertinents du processus d’apprentissage et fournit des outils et des ressources innovants pour les enseignants et les médiateurs.
Ses innovations pour une «autre » école ont dénoncé certains tabous qui bloquent l’évolution de cette institution. L’analyse systémique, la clarification des valeurs. Apprendre à métacogiter - 45006ac.pdf. Want to improve your problem-solving skills? Try metacognition. Today’s post is by Anne-Lise Prigent the editor in charge of education publications at OECD Publishing French poet Paul Valéry once expressed his love for mathematics: “I worship this most beautiful subject of all and I don’t care that my love remains unrequited.”
Unrequited love, or, all too often, a big stumbling block that inspires fear and defiance, mathematics are usually not seen as an excuse to have fun. Yet, maths need not go hand in hand with anxiety. Maths can help us acquire life skills that are essential. In today’s unpredictable world, all of life is problem solving. A new OECD publication, Critical Maths for Innovative Societies: The Role of Metacognitive Pedagogies, shows that the time has come to introduce innovative instructional methods. College professors often point out that their students never learnt how to learn.
Yet, there is an engine we can use for that and it is called metacognition, which means “thinking about your thinking”, and regulating it. Critical Maths for Innovative Societies. The Best Posts On Metacognition. Helping students strengthen their understanding of metacognition — thinking about their thinking — is an important goal of my teaching.
And I’ve written a lot about it. I thought it would be helpful to gather all of those posts in one “The Best…” list. Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity. Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S.
Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Enhancing Student Commitment. Metacognition: The Gift That Keeps Giving. Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S.
Brain-Based Teaching degree programs at Nova Southeastern University. They have written several books, including Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning.
These students have mastered fundamental but crucial skills such as keeping their workspace organized, completing tasks on schedule, making a plan for learning, monitoring their learning path, and recognizing when it might be useful to change course. Why Reflect? - Reflection4Learning. It is the language of reflection that deepens our knowledge of who we are in relation to others in a community of learners.
What are the pedagogical and physiological foundations of reflection for learning? Why is reflection important for learning? What does the literature say about how reflection supports learning? Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. Self-knowledge becomes an outcome of learning. The major theoretical roots of reflection can be found in John Dewey, Jürgen Habermas, David Kolb, and Donald Schön. Zull’s overlay of Kolb’s Experiential Learning Model over the structure of the brain (p.18, shown above), and Jennifer Moon’s further elaboration (shown on the right), provide further support for the importance of reflection in supporting deep learning. Roger Schank (1991) points out the importance of stories in learning, that recalling and creating stories are part of learning.
Reflection for Learning. Site Always Under Construction This website has been developed by Helen Barrett and Jonathon Richter of the University of Oregon's Center for Advanced Technology in Education, to support reflection for learning in education, from early childhood through higher education and into the professions.
Reflection is the hallmark of many thoughtfully developed portfolios. Reflections on the products within a portfolio allow the audience to understand why these items were chosen to represent the student and his / her capacities and can provide some of the best indicators of student growth. L’importance de la métacognition - Psychologie cognitive expérimentale - Joëlle Proust. Www.icra-edu.org/objects/francolearn/Penssyscon.pdf. Microsoft PowerPoint - ImportanceMC_CollFrance2012.ppt [Lecture seule] [Mode de compatibilité] - UPL5422186898395991860_JoelleProust_ImportanceMC_CollFrance2012.pdf.
[MétaTIC] La métacognition, un schéma synthèse. MétaTIC. Élèves en difficulté et métacognition : qu'en disent les neurosciences ? On observe que les élèves en difficulté ont du mal à produire une réflexion métacognitive.