your master’s program will require you to reevaluate your professional experiences, style of teaching, and revisit educational theory through the lens of social justice and leadership. your goal is to design an online classroom experience that will help students evaluate their approach to and style of teaching by identifying what they already know, build on prior knowledge, and nurture the development of new skills and insights needed to lead others. the utilization of metacognitive strategies may help you grow as an instructor, through planning, monitoring, and evaluating your content to determine where modifications to course design can ensure your students meet course, program, and long-term goals.
you can ask students to respond to a prompt at the beginning of each module, such as: what questions do you have about the topics and materials for this module?, what can you do to best support your learning in this module?, or what are your personal learning goals for this module? is an example of a self-regulation activity that requires students to engage in structured and sequenced reflection. however, at the conclusion of a learning experience, it is vital that students conduct an in-depth evaluation of their learning and the process they used to move through new material and navigate all aspects on an online course. the creative and consistent use of metacognitive strategies can open exciting doors in students’ personal and professional lives and enliven your teaching.
(downloads) use of personal learning checklists (plcs) a personal learning checklist is a list of the main topics students need to know about a given subject: students run through the list and evaluate their progress in respect to each aspect of the required subject-knowledge. this is a highly effective way for students to monitor and regulate their learning (a central aspect of metacognition). use of videos to direct-teach about metacognition show students a video about metacognition and have them complete a reflection task in response to it. mind-mapping & concept-mapping mind-mapping is both an essential study-skill to develop in students and a great way to explore the learning-process, obstacles to learning, and metacognition.
use mind-maps as a way for students to express their metacognitive awareness and understanding. we’ve made a variety of resources to teach students about metacognition which you can browse here. learning is about change and this activity asks students to reflect on the changes in their knowledge, skills and attitudes and put that into perspective for moving forward. finally, students connect the dots to complete a line-graph indicating how their state of mind has changed throughout the lesson: this should be followed by appropriate reflection questions and target-setting for improvement. it is an ideal way for students to practice monitoring skills and it allows the teacher a unique insight into what the student is actually doing with their mind (and thus, what they might need to do differently).
metacognition in the classroom: activities to promote metacognitive learning planning: accessing prior knowledge monitoring: assessing some examples of metacognitive activities include: planning how to perform a learning task, applying appropriate strategies and skills to solve a problem, self- this activity is an effective way to invite students to engage with content and peers. it consists of presenting a controversial statement to students who then, metacognitive activities in the primary classroom, metacognitive activities for preschoolers, metacognitive activities for preschoolers, fun metacognitive activities, metacognition in the classroom.
metacognitive activities can include planning how to approach learning tasks, identifying appropriate strategies to complete a task, evaluating, metacognition activity worksheet, metacognition activities pdf, cognitive and metacognitive strategies, why is metacognition important to a teacher and a learner, metacognition activities for kindergarten, what are the five metacognitive strategies, metacognitive theory in the classroom, metacognitive reading activities, metacognitive strategies in language learning, metacognitive knowledge. activities for metacognitionidentify what they already know.articulate what they learned.communicate their knowledge, skills, and abilities to a specific audience, such as a hiring committee.set goals and monitor their progress.evaluate and revise their own work.identify and implement effective learning strategies. 7 strategies that improve metacognitionteach students how their brains are wired for growth. give students practice recognizing what they don’t understand. provide opportunities to reflect on coursework. have students keep learning journals. use a “wrapper” to increase students’ monitoring skills. consider essay vs.
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