Table of Contents
- Summary of Metacognition, Learning & Strategies & Master Teachers Discussion Forum (Oct 18/14)
- Learning Strategies (Oct 2/14)
Summary of Metacognition, Learning & Strategies & Master Teachers Discussion Forum
Brenda Volkmann PIDP 3250 – October 2014
Metacognition is being aware of how you learn, what you know and need to know and how it fits into your current knowledge base or view of the topic being studied. It is more than just memorization of facts, it is a deeper understanding of what those facts represent and mean. It is the process of critical thinking, problem solving, understanding how we make decisions; it is self-reflection, self-learning and the use of authentic discussions. It is essential that teachers model metacognition to their students; teachers need to encourage questions in the classroom & the concept that no question is a ‘stupid’ question.
Teaching Excellence in Adult Literacy: Fact Sheet: Metacognitive Processes: https://teal.ed.gov/tealguide/metacognitive
3 Ways to Help Students become more Metacognitively Aware: http://www.facultyfocus.com/articles/effective-teaching-strategies/three-ways-to-help-students-become-more-metacognitively-aware/
Metacognition and Learning in Adulthood: http://devtestservice.org/PDF/Metacognition.pdf
Teaching Metacognition: http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html
Learning Strategies are techniques that we can employ to assist our learning. Learning strategies need to be learned, they require a consistent & conscious effort to use them effectively. As teachers we need to provide opportunity for students to be aware of, learn & understand how to use learning strategies, preferably at the beginning of courses to assist in the learning process throughout the course and on into the future.
Learning Strategies, Strategic Instruction Model: http://www.ku-crl.org/sim/brochures/LSoverview.pdf
Learning and Instructing Strategies: https://education.alberta.ca/media/1214792/e_spla4to6ch4.pdf
Center for Research & Learning: Learning Strategies: http://www.ku-crl.org/sim/strategies.shtml
Some Basic Learning Strategies: http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/
University of Oxford: Developing a Learning Strategy for Organizations: https://www.conted.ox.ac.uk/courses/professional/lnat/developing_learning_strategy.php
Documented Problem Solutions: http://moodle.vcc.ca/pluginfile.php/588906/mod_forum/attachment/399202/Documented%20Problem%20Solutions%20-%20you%20tube%20address%20in%20word%20document%20for%20submission.docx
University of Nebraska Muddiest Point: http://www.unl.edu/gradstudies/current/teaching/muddy
How to Study.com: http://www.how-to-study.com/
Cornell University Learning Center: Study Skills: http://lsc.cornell.edu/Sidebars/Study_Skills_Resources/SKResources.html
A Master Teacher is someone who has mastered multiple teaching skills, someone with experience, knowledge & skill. It embodies teaching someone how to learn & the modeling of a love of lifelong learning. A master teacher has strong communication skills and teaches learning goals vs. performance goals.
What Makes a Master Teacher: http://georgecouros.ca/blog/archives/267
Learning Mastery, Mastery of Learning: http://en.wikipedia.org/wiki/Mastery_learning
Essential Skills Practitioner Training: http://www.douglascollege.ca/~/media/B56369C15BDD4EC2A38DE009CF440A5B.ashx
Precision Teaching in the Primary Classroom: https://www.youtube.com/watch?v=tSoo0K5eMmI
This site contains information on multiple learning strategies
The following introduction is taken directly from the web site
“Learning strategies are used by students to help them understand information and solve problems. A learning strategy is a person’s approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful” (University of Kansas. 2014).