Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
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.... Such strategies vary depending on the student’s ways of study. Otherwise, if the student lacks of metacognitive skills they waste hours studying and obtaining unsatisfactory outcomes. Metacognition is linked to an elevated intellectual capacity in order for students to learn efficiently and with minor effort.
Metacognition can be complex; however, it is essential to teach at an elementary level because it’s an intellectual habit that can be obtain by the teacher’s method of teaching and the student’s consciousness of learning. Thinking about thinking is necessary in elementary level because of the awareness of the student’s thinking process. The teacher must be conscious of the different aspects of learning of each student and be able to work with them with different strategies that are the best to make their learning process more effective and interesting.
Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
The researcher will adopt the survey on Jr. Metacognitive Awareness Inventory which originally proposed by Sperling, Howard, Miller, and Murphy. It consists of 18 statements to which participants respond by marking a Likert scale with numbers from 1 (“never”) to 5 (“always”). Average completion time is approximately twenty minutes. The Jr. MAI statements represent two component categories of metacognition, metacognitive knowledge and metacognitive regulation. Within the knowledge component are statements of declarative knowledge (knowledge about self and strategies), procedural knowledge (knowledge about strategy use), and conditional knowledge (when and why to use strategies). The regulation component covered planning (goal setting), information
The class was filled with loud, inattentive children. When the school-children became disruptive, the teacher would just continue to teach like nothing happened; she mentioned to me on the side that, “It is their loss if they are not paying attention to the lesson…I am not going to stop the lesson just because of two or three of the children.” Those scholars are an interruption to the other students who are actually paying attention and trying to learn; Ms. Stone could have sent them to the hall for distractions. If the school-children were verbally being preoccupied, they were technologically sidetracked. Some pupils were playing games on their iPads, and diverting the attention from some of the other students. The grades were so bad that Ms. Stone had to throw away the quizzes and prompt the class for “pop quiz” with the same material on it for the next day. My anticipation for the class lessons were also incorrect; homework was submitted online, course notes were given and completed to the pupils via the teacher, and the assignment was online to complete and submit online. The learners accessed the homework AND the required textbook online with the iPad the school provided. Only a handful of the scholars were accepting the mathematical challenge in that classroom, and those scholars were the sophomores of the
Metacognition is the understanding of one's thought process. The way Dr. Saundra mcguire explains the way of learning should actually be makes it more relatable. She helps you realize the little things that you're doing in your study habits are wrong and generates easier ways to study. Dr. Saundra Mcguire talks about studying at the right level not how you should actually be studying because everyone studies differently. She talks about how you should not be procrastinating and you should be studying little bit every day and doing homework the same day. And not to rush your work and take your time with doing it. She explains the right ways to study as well go through all of the examples of the answers and she wants you to recognize your mistakes
His theory changed how people viewed children’s behaviors and inspired other researchers to study this field, which has increased people’s understanding of cognitive development in childhood and adolescence. More importantly, people have learned how to understand and communicate with children and adolescences based on his ideas, which greatly helps the development of education. Teachers should lead children to pay attention to the process of learning rather than the results. Children and adolescences should also be encouraged to work in individual as well as in groups. Evaluating the level of student’s cognition is also important in order to assign suitable
The possibilities are endless to make thinking visible. The most simple way is for educators to use “the language of thinking” (Perkins, 2003). The language of thinking is using a thinking vocabulary such as, evidence, imagination, hypothesis, reason and perspective (Perkins, 2003). All of these terms can help students think deeply about the material or problem in front of them. This process, “the language of thinking” is just a small element of a bigger picture which is educators
During my 12-day observation at Magnolia Elementary School I sat on two different grade level meeting, assisted with grading assessments, tutored various levels of students, observed Ms. McDonald and assisted her with reading and math lessons, and taught a social studies lesson to the class. I have truly enjoyed my time at Magnolia and have learned a lot from observing Ms. McDonald teach reading and math. However, there was no real lesson for social studies or science even through it is on her class schedule. Art is taught by _________ and the students go either one or two times a week depending on their resource schedule. Social study lessons are made up of homework sheets that the students do throughout the week. During the time of my observation the students were learning how to read a map and how to read charts with information about the temperature climates of various northern
Over the course of the two years that I have volunteered at Oasis tutoring, I have moved up in grade with the students that I was tutoring. I chose to do this because of the bonds that I had formed with the students that I was tutoring. There was one student who I met on my first day named David. He struggled with reading and I could tell he was embarrassed by this fact. Upon realizing this, I told him that I did not enjoy reading when I was little either because I struggled as well, due to my dyslexia, but that we can work on it together. We came up with an agreement to alternate reading pages. Over the next few weeks, his reading ability increased noticeably, and as a result he felt more comfortable reading on his own and started to prefer
I remember one afternoon Kaley came home from school not being herself. She did not pet me, she did not talk to me, she did not do anything. It was like I had done something that made her mad. When she came inside, she immediately sat down and searched the internet for persuasion topics. I finally realized that she was not upset with me, she was just frustrated that she could not think of a good topic for her Be Interesting assignment. I remember at one point she yelled “This is so hard.” I was confused because I did not know that picking a topic could be so frustrating. Finally she started to ease up and I figured out that it was because she had finally chosen her topic: college tuition. She immediately ran into the kitchen to tell mom that
As a teacher being aware of how your student’s thinking is occurring will be essential in planning, and creating lessons. Piaget believed that a child’s cognitive development is a process. He believed there are four factors; maturation, activity, social experiences, and equilibration, that affect the quality of children’s thinking as they grow. As well as four stages of qualitatively different types of thinking through which children progress towards adulthood; sensorimotor, preoperational, concrete operational, and formal
If anything, it made me feel inadequate for not having the skill to assist her like the other children. I was able to shift the burden of responsibility from the student to myself. If every educator could step back and assess children who don’t fit the “norm”, we should ask, “Does that child not perform because he/she is unable to do so? Or does that child not perform because I’m guilty for not learning how to help that child perform?” In the instance of the Art class, if cutting is a measurable goal, I can’t fault the child for not succeeding, if I never learn how to help that child meet the objective. I know this is a minor example, but it’s a case of how children are often set up to fail when teachers do not mold their curriculums to reflect each child’s
The purpose of this study is to ascertain the effects of MRS instruction on the reading comprehension of college-level LCD students. Can increased awareness of metacognitive reading strategies and brief, focused instruction on how to use them have a measurable effect on students’ use of such strategies? Can instructors truly make a difference in students’ reading comprehension of academic texts at this level? This research aims to discover if students are able to successfully employ MRS on their own after explicit MRS instruction and to what extent it might affect their reading comprehension skills.
Critical thinking involves extracting credible information which is related to a concept from single or different sources and combining them to build up the concept while meta cognition is being aware Of the decision that or the general process one takes in response to a problem. This two factor greatly influenced my opinion on the topic. I made a decision that I would go on with the testing after giving the patient the required information and they make accept to do the test. Thinking critically whether I do the test or not and the patient has the disorder, the patient will still die of the condition and if the condition is detected and the disorder managed, there will be more negative consequences though the patient will
For the more advanced student, I was able to ask him various questions through out the lesson to test his knowledge further. As the groups investigated, I walked around asking them questions. When I stopped at this students group, I asked him more in depth questions. For the student with autism and ADHD, he uses a weighted vest and a bouncy seat. During my lesson, those two items helped keep him in his seat. I was able to keep him engaged in the lesson due to the interactions that I had with him. After I showed the video, I asked the class questions and allowed this focus student to answer some of the questions. During the investigation, this student was able to stay engaged due to the hands on activity. Also, the skittles helped to keep his attention throughout the
Cognitive strategies refer to the language learning strategies of identification, retention, rehearsal and comprehension or production of words, phrases and other elements of the second language. Among other activities which fall into cognitive category, we can point to repetition, researching, translation, grouping, note taking, deduction recombination, imaginary, direct physical response auditory representation conceptualization elaboration, transfer and inference.