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Reflection for 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. On this site, there are links to scaffolding and support for reflection across the educational spectrum, from elementary school through higher education. Notes and Reflections Goal Setting pagei spent a day working on the Goal Setting page. it has a lot of good content. i found some good Kindle books. Related:  Métacognition

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. La métacognition serait-elle trop difficile pour cette clientèle ? Peut-être que ce n’est pas pour eux ? Suite à une question soulevée par l’une de nos participantes à l’atelier TIC et métacognition tenue à l’AQUOPS en 2009 : « Pourquoi les élèves en difficulté ont-ils tant de mal à effectuer une réflexion métacognitive », nous avons cherché à y répondre. La réponse que nous avons trouvée est très encourageante. Apprendre La conception que nous avons de ce qui ce passe dans la tête d’un élève lorsqu’il apprend provient des grandes théories de l’apprentissage qui font encore autorité en ce moment : cognitivisme, constructivisme, socioconstructivisme. le cognitivisme [1] s’intéresse au processus de traitement de l’information lié à l’apprentissage et aux stratégies cognitives qui sont efficaces ou inefficaces dans ce processus. Comment rétablir ces fonctions du cerveau et rendre l’élève conscient ?

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? Learning/Process Portfolios involve the focus on Plato’s directive, “know thyself” which can lead to a lifetime of investigation. 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. Even if we were able to decrease our emphasis on speed and information and increase the possibilities for reflection, we still would have to give our students the kind of experience that would produce dreams-- experiences that engage their emotions.

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. Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. Metacognition in the Brain How to Teach Students to Be More Metacognitive

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 Explicitly teaching students about neuroplasticity can have a transformative impact in the classroom. Lessons on discoveries that learning changes the structure and function of the brain can engage students, especially when combined with explicit instruction on the use of cognitive and metacognitive strategies that guide them to learn how to learn (Wilson & Conyers, 2013). The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. Strategies for Engagement License to Drive Going BIG Notes

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. Here are My Best Posts On Metacognition: How People Learn:Bridging Research and Practice is a new book from The National Academy Of Sciences and can be read for free online. Do Students Know Enough Smart Learning Strategies? Metacognition and Student Learning is from The Chronicle on Higher Education. Bringing Metacognition into the Classroom is by Lizzie Pinard. The Importance Of Explaining “Why” My top ten learner autonomy and metacognition resources is from Lizzie Pinard. Coming up with explanations helps children develop cause-and-effect thinking skills is a report from Science Daily on a new study. The role of metacognition in language learning is by Lizzie Pinard. Metacognition is from The Center For Teaching. Feedback is welcome. Related

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. Maths can help us acquire life skills that are essential. 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. Metacognition is about taking ownership of your learning and maximising it. How does it work? Audio Player Useful links

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. Concepts initiés par André Giordan

Introduction aux cinq gestes mentaux | La Gestion Mentale 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. La perception J'entre en relation avec le monde extérieur grâce à mes sens : la vue, l'ouïe, le toucher, le goût, l'odorat. Mais chacun de nous code le monde différemment lorsque nous avons pour projet de le faire exister dans notre univers mental. La plupart du temps, je n'ai pas conscience de coder le monde car l'opération se fait à une vitesse qui échappe au conscient. Le monde extérieur qui n'a pas été codé dans mon univers mental n'existe pas pour moi. 2. 3. Plus je comprends ce que je dois mémoriser, mieux je mémoriserai. 4.

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. Thinking About Learning In 2005, the National Academy of Sciences reviewed everything we know about learning in a paper called How Students Learn. The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students. That's exactly what Eric Mazur decided to do.

Favoriser la métacognition au collège Comment favoriser les habiletés métacognitives chez les collégiens , au moment où celles-ci se développent rapidement ? Marilyn Price-Mitchell, une psychologue américaine, donne des conseils sur le site Edutopia. Elle invite à entrainer les élèves à identifier ce qu'ils ne comprennent pas et à tenir un journal d'apprentissage. " L’enseignant peut fournir des pistes de réflexion aux élèves pour qu’ils écrivent sur la façon dont ils ont appris (plutôt que sur ce qu’ils ont appris) (ex. : Qu’est-ce que j’ai eu le plus de facilité/difficulté à apprendre cette semaine? Pourquoi? Quelle stratégie a bien fonctionné? Pourquoi?)" Sur RIRE Article Edutopia

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. Integrated reflection Some easy ways to integrate reflection into everyday classroom practice: Emotional Engagement Developing Strategies Active Learning

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