The thing that first comes to my head is to "let go." This is hard to do, but letting the students come up with the strategies they are using and reflect on their learning. Thus, instead of just modeling, the students are going through the gradual release part of responsibility. They have more ownership of the learning. Then, as a teacher you can shift on focus lessons that give the students time to recognize that learning has occurred. This thinking time is crucial for kids to internalize what is being learned.
I'm having trouble understanding the difference between modeling and the metacognitive awareness focus lesson. Sounds good that they have more ownership of the learning -- I'm just wondering if they do -- am I doing this wrong?
I agree with Sarah, it is important for the students to process the material themselves to really understand it then just do it the way we do because they will understand it better if they go through the process themselves.
Laura, for me the difference might be a modeling focus lesson would show students how to complete a task, whereas a metacognitive awareness focus lesson helps students understand how well they are analyzing the work they are completing.
I agree with Sarah--sometimes students will regurgitate material back to me, but then I wonder if they really understand why the material is important. Are they going beyond the surface information? With metacognition, students are truly internalizing the information, as Sarah suggested.
In my strength and conditioning class the kids already know that running and lifting is "good" for them. I am trying to have them internalize the "why" part of the workout...driving the point home that they are doing the workout for themselves and not for me. If they are looking over their shoulder to see if I'm watching they are not getting it. They are not understanding why they are working out.
Jay we deal with a similar thing in math where students are drawn to the answer but not necessarily the deeper meaning or process of getting to the answer.
When teaching for metacognitive awareness, I liked when the book discussed the saying "begin with the end in mind" (Covey, 2004, p.65). I think that Covey also mentioned that we must make sure that the ladder is in the right place if we want to get where we are going. I think it is important that we help students to see the goal in mind and to see what we are trying to accomplish.
Metacognitive Awareness requires the learner to be self-aware of when and how learning is occurring or has occurred. It involves the learner (1)understanding his most and least effective and efficient methods of processing information, and (2)using what he knows about himself to select the best strategy to gain the desired knowledge. The learner is responsible not only for WHAT he must know, but for HOW he will learn it. Metacognative Awareness is a self-conscious type of learning. As to whether it is truely metacognative... Let the nuerologists, linguists, and philosophers debate that. Metacognitive Awareness is (as I understand it) basically LEARNING IN WHATEVER WAY WORKS BEST FOR THE LEARNER. The teacher's job may largely be to provide students with clear instructions and necessary resources. Does providing background knowledge of ways the brain learns, ways we each differ in terms of learning styles, and ways specific strategies may be used as tools in a tool box HELP the student or LIMIT the creative evolution of the student as a problem solver? Some students may need more of a structure for self-aware thinking than others. The framework should be, perhaps, enough of a jungle gym to make kids want ot play, without entangling them. Some kids want or need lots of room to swing around. Some like the security of lots of frame members to grasp on their journey through inner space. While the teacher's knowledge of human cognition, (all the ways we process and communicate and retain knowledge) is important in order to use metacognative awareness as a learning strategy, as is a knowledge effective pedagogy, it may be that knowing a little bit about each kid is the (or a) most important ingredient for successful learning through metacognative Awareness.
I think through metacognition students become aware of learning not just for learning sake. Hopefully through modeling and metacognition we are preparing students for the day they graduate and will be able to think and process for themselves.
The thing that first comes to my head is to "let go." This is hard to do, but letting the students come up with the strategies they are using and reflect on their learning. Thus, instead of just modeling, the students are going through the gradual release part of responsibility. They have more ownership of the learning. Then, as a teacher you can shift on focus lessons that give the students time to recognize that learning has occurred. This thinking time is crucial for kids to internalize what is being learned.
ReplyDeleteI'm having trouble understanding the difference between modeling and the metacognitive awareness focus lesson. Sounds good that they have more ownership of the learning -- I'm just wondering if they do -- am I doing this wrong?
ReplyDeleteI agree with Sarah, it is important for the students to process the material themselves to really understand it then just do it the way we do because they will understand it better if they go through the process themselves.
ReplyDeleteLaura, for me the difference might be a modeling focus lesson would show students how to complete a task, whereas a metacognitive awareness focus lesson helps students understand how well they are analyzing the work they are completing.
ReplyDeleteI agree with Sarah--sometimes students will regurgitate material back to me, but then I wonder if they really understand why the material is important. Are they going beyond the surface information? With metacognition, students are truly internalizing the information, as Sarah suggested.
ReplyDeleteIn my strength and conditioning class the kids already know that running and lifting is "good" for them. I am trying to have them internalize the "why" part of the workout...driving the point home that they are doing the workout for themselves and not for me. If they are looking over their shoulder to see if I'm watching they are not getting it. They are not understanding why they are working out.
ReplyDeleteJay we deal with a similar thing in math where students are drawn to the answer but not necessarily the deeper meaning or process of getting to the answer.
ReplyDeleteWhen teaching for metacognitive awareness, I liked when the book discussed the saying "begin with the end in mind" (Covey, 2004, p.65). I think that Covey also mentioned that we must make sure that the ladder is in the right place if we want to get where we are going. I think it is important that we help students to see the goal in mind and to see what we are trying to accomplish.
ReplyDeleteMetacognitive Awareness requires the learner to be self-aware of when and how learning is occurring or has occurred. It involves the learner (1)understanding his most and least effective and efficient methods of processing information, and (2)using what he knows about himself to select the best strategy to gain the desired knowledge. The learner is responsible not only for WHAT he must know, but for HOW he will learn it. Metacognative Awareness is a self-conscious type of learning. As to whether it is truely metacognative... Let the nuerologists, linguists, and philosophers debate that. Metacognitive Awareness is (as I understand it) basically LEARNING IN WHATEVER WAY WORKS BEST FOR THE LEARNER. The teacher's job may largely be to provide students with clear instructions and necessary resources. Does providing background knowledge of ways the brain learns, ways we each differ in terms of learning styles, and ways specific strategies may be used as tools in a tool box HELP the student or LIMIT the creative evolution of the student as a problem solver? Some students may need more of a structure for self-aware thinking than others. The framework should be, perhaps, enough of a jungle gym to make kids want ot play, without entangling them. Some kids want or need lots of room to swing around. Some like the security of lots of frame members to grasp on their journey through inner space. While the teacher's knowledge of human cognition, (all the ways we process and communicate and retain knowledge) is important in order to use metacognative awareness as a learning strategy, as is a knowledge effective pedagogy, it may be that knowing a little bit about each kid is the (or a) most important ingredient for successful learning through metacognative Awareness.
ReplyDeleteAnd, oh, I know I have some typos.
ReplyDeleteAre we trying to educate the students or is our job to teach them how to educate themselves?
ReplyDeleteI think through metacognition students become aware of learning not just for learning sake. Hopefully through modeling and metacognition we are preparing students for the day they graduate and will be able to think and process for themselves.
ReplyDelete