Assignment: Metacognitive Learning

Directions: For this activity you will write a detailed analysis to one (1) of the
four videos titled Explicit Teacher Modeling located in the primary grades. The
videos are located on the last page of the book: Metacognition. Go back to the
Assignment area and click on the book, Metacognition. Click on the last page
to view the videos. In the analysis please detail the ways the lesson modeled
metacognitive thinking instruction. Be specific and include specific references
from other clips where applicable. As you view the video or presentation, be
thinking about what you learned in Heppell's video on the value of
metacognitive thinking instruction.
1. View the following professional development videos modeling instructional
strategies to teach metacognition.
2. Summarize the selected video clip and include two or more references
from a reading, videos and/or a personal experience. Comments you may
consider when writing your analysis could include:

How explicit teaching of metacognitive thinking can be applied to your

chosen grade level or discipline.

The benefits of teaching learning strategies used to enhance students'

metacognition.

Relate metacognition to the use of the critical thinking elements in our

pre-planning activity.

Share a personal experience with metacogntive learning as a teacher,

manager, employee or student.

Summary:
Metacognition is a set of skills that enable learners to become aware of how
they learn and to evaluate and adapt these skills to become increasingly
effective at learning. In a world that demands lifelong learning, providing

people with new and improved metacognitive strategies is a gift that can last
forever.

In Clip 1, the teacher introduces the story problem and reads it to the
students. She relates it to a number equation for students who cant
connect. She also provides purpose and structure for the students by
asking them to solve the problem and points to words to help students
better understand words for better comprehension
Sadker and Zittleman state that metacognition is teaching students to think
about their thinking. Metacognition includes control over the thought
process in learning and teaches students how to plan to approach a task,
monitor their understanding, and evaluate their learning (223). In Clip 1, the
teacher asks questions regarding the word problem such the context the
bears are going for a swim and the teacher asks, What season were in if
we are going to swim? By doing this, she is breaking down the problem
into learnable parts to have the students read and understand what is
happening and why.
The article Metacognition by Dylan Williams states that metacognition is
managing your own learning to make sure youre actually using your brain
in the most effective way possible. When students come to class with preconceptions about a topic and realize that it is wrong, they have a moment
of metacognition.
My personal experience with metacogntive learning as a student:

As a student, I always chose what I want to read and topics that I

wanted to learn more about. I looked for opportunities to discuss and
apply metacognition across core subjects (life science and maths) and
in a variety of lessons so that I could transfer it for the most benefit.
When I was genuinely interested and motivated to learn about a topic of
study, I developed interest in thinking about any project over the long
haul.