by Guest Blogger Donna Wilson
In our study of metacognitive strategies, we have found that the best
way to teach is to embrace the concept of metacognition as part of our
own learning process. In the classroom, it is important not only to be
the teacher but also to be the lead learner by modeling the use of
metacognition and cognitive strategies. When students see their teachers
putting these strategies into action, they can more effectively learn
how to use the cognitive processes themselves.
instance, when reading aloud a passage, it's often a good idea to think
aloud about the author's perspective to underscore the importance of his
or her point of view. Or when undertaking a class project, the teacher
can model planning and organization by developing a checklist of tasks
that need to be completed and sharing this with students.
important way we learn is by making mistakes. The phrase "Nothing
ventured, nothing gained" can be adapted quite nicely into a neat little
axiom: "Nothing ventured, nothing learned." When teachers make a
mistake, they can analyze these mistakes out loud. Students may get a
"kick" out of realizing that even adults make mistakes, but they can
also see how the adult in charge of their classroom works through a
mistake, making it a learning experience rather than a source of
embarrassment or frustration.
Monday, October 27, 2014
Thursday, October 16, 2014
The Power of 20 Minutes
Got a minute? How about seven minutes? Or 15 or 20? It's amazing what your students can learn in that little chunk of time!
One of the strategies we present 60 Strategies for Increasing Student Learning shares The Power of 20 Minutes as a means of maximizing attention, retention, and recall in keeping with the brain's natural attention span.
When planning the learning time you have with students, break your lessons into chunks of 20 minutes or less in order to be more effective. For younger students, learning chunks of seven to 15 minutes are even more effective.
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