A discussion about the impact of the study of metacognition on classroom practice

Logo for Ready Set LearnImage via WikipediaIf you are looking for a paper that covers metacognition and how it affects learning outcomes, then it is worth reading Nayana Karia Metacognition and Classroom Practice: A discussion about the impact of the study of metacognition on classroom practice. Karia, having given an overview of metacognition and its importance in human development, then goes on to explore notions of the reflective practitioner, as well as strategies around group work, peer tutoring, and reciprocal tutoring. There are several examples of what this might ‘look like’ when some of the approaches are used with learners, including hyperlinks to resources.

An extract from the paper (Karia, 2007, p. 12) reads: “A move to newer models of assessment necessarily implies a change in teacher focus from content to strategy instruction. To this end, teachers must be offered training to enable them to accurately perceive student aptitudes, preferences and motivational beliefs. Students must be encouraged to individualize strategy knowledge and teachers must instruct for both far and near generalization (Maccini and Gagnon, 2006). Changes in instructional strategy must be preceded by changes in teacher training offerings. There are also inherent weak links in a system that allows young learners to formulate their goals based on perceived task value. Today’s teachers must be all the more sensitive of the need to scaffold learners in the formation of goals, strategies and self-evaluation. And, they must be aware that:

“The key factor at the heart of successful scaffolding is not only the ability of the more able learner/teacher to offer appropriate help, but also their ability to withdraw or fade the support they offer when the learner is ready.” (Luckin & Hammerton, 2002)

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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