· •Discuss one or more questions or confusions that you have from reading the module (on social cognitive theory). You should comment on these within others' posts.
o I do not have any questions or confusions about this lesson. It’s pretty clear & straight forward. I found this section very interesting. I especially loved the percentages given in module 12. I was surprised by how low the remembering percentages were, even for note takers. I like to see all of these strategies being used in this class and a few of the other classes I’m taking.
· Describe in detail how you could involve metacognitive knowledge and regulation (such as self-interrogation or theory of mind) while teaching within your content area. Metacognition in music and art education, for example, should look very different from reading comprehension strategies.
o (I don’t fully understand this prompt.)
o I could involve metacognitive knowledge in general by having my entire class take the quiz to see how they learn best. This will help me know how to focus my teaching methods (I will still hit all of the methods, but I would hammer the skills that are most represented in my group.)
o I could involve metacognitive knowledge and regulation in my elementary school classroom by assigning assignments that focus on a specific learning method. An algorithm (see module 14) would help the most with this to make sure they are experiencing the intended learning method.
o I will have my students write journals about the major assignments listing what they’re good at, what they need to work on, and what seems easy/difficult to do.
o I can have the students learn division by having the group solve simple problems from their lower order memory skills. I will bring in a small, tangible item (such as a poker chip, although poker chips could promote gambling, so pennies?) for the children to physically represent the problem. So far we have covered visual and kinesthetic learning. I will have a student explain how we solved the problem. This will cover the aural learning. I will have the students complete a homework assignment to see if everyone understands the material.
· Critical thinking involves primarily the control of information, the ‘analysis, synthesis, and evaluation’ of information to solve a problem or reach a goal. Metacognition involves the control of thinking, or monitoring and evaluation of thinking and learning strategies. Which do you feel is more relevant to your content area? Why? Give an example if possible.
o I feel that metacognition is more relevant to my content area because the students need to know how to solve the problem. It would be helpful for them to find out how they learn best so they can focus on this. It may be difficult for them to grasp in elementary school though. I don’t think the students will fully understand critical thinking yet. I will combine the two methods.
o An example of metacognition in an elementary school classroom would be thinking out the steps of how to solve the math problem. Doing each step (and showing it as you do it). Completing homework based on the learning. Getting the grade back. Asking questions about what you don’t understand and finding other ways to learn the information. (The evaluation of thinking and learning strategies should be guided by the teacher.)
I also loved the percentages given in module 12! It says that most students only record 30% of the important information in a lecture, in my book I literally wrote "30% WOW." It just goes to show us that even though we go to class, listen to the lecture, and take notes, that is not enough to have good notes, study well and do well on an exam. I think some students think that just attending lecture is enough for them to attain a good grade in a class, but this goes to show different.
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