Sunday, February 27, 2011
Ch. 5 Cognitive Learning Processes
As I was reading the section under metacognition and learning I could not help myself but to think that we as teachers have taught our students to think or apply a certain strategy in reading or writing taks that goes along with metacognition. One strategy that we ask our students to follow is to read each question and find out what the question is trying to ask the student. We then have students classify each question whether it is an inference, or word meaning etc.. In writing we teach students strategies like Mr. sneaky, and looking for key words in the sentence that make it wrong. My question to you all is have you all used any of these strategies to help your students pass the TAKs test and our these forms of metacognition or am I totally wrong?
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Although I am not a public school teacher and have never been exposed to teaching strategies for the TAKs test, I believe that what you described are forms of metacognition development because it has the two related sets of skills. In your various strategies, you are trying to get them to undestand what strategies they can use to attain their goal of identifying the correct answer in the question. Secondly, they are not only learning the strategy, but learning where they can apply it and how they can use it.
ReplyDeleteI think teaching strategies to students, whether it be for grammar, writing, reading, math, etc. are forms of metacognition, because not only do they learn the strategies, they also learn when and how to use them. We also taught our third graders TAKS test taking strategies for Math and Reading. Some of them would tell us that it was so much easier for them to understand what they were reading when they used the strategies and some of them didn't like doing their strategies, they found it boring.
ReplyDeleteI think a good example could be: A student reads a test question or a paragraph in a text. Then will question themselves about what the question is asking or what was discussed in the paragraph. The students cognitive goal is to understand the text. This is where self-questioning comes into play and is a common metacognitive comprehension monitoring strategy. If the student finds out that she cannot answer the question or her own questions, or that she does not understand the material discussed, she must then determine what needs to be done to ensure that she meets the cognitive goal of understanding the text. This may include going back and re-reading the paragraph. Hopefully after re-reading through the text she can now answer the questions or now understands the material.
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