bronwynhegarty doctorate meanderings
I have been reading this work by Hope Hartman:
Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. In H.J. Hartman (ed.), Metacognition in learning and instruction. Kluwer, 33-68. Academic Publishers: the Netherlands.
I like the models she proposes:
Executive management metacognition - plan, monitor and evaluate progress.
Strategic metacognitive knowledge – what (facts), when and why (context) and how (procedures).
These models would enable participants to use metacognitive strategies for the three tasks in their course. This would help them develop metacognitive control and knowledge and also reflect.
For each task participants will be asked to plan, monitor and evaluate their progress using self-questioning techniques and reflect using a blog.
Why do I like the models she proposes:
1. Discipline diverse - these models can be used in a number of disciplines as they relate to any type of learning. The examples in the chapter relate to reading, maths, science social studies, writing.
2. Self-questioning is used and this can be modelled to encourage learners to create their own questions. The answers of course are generated by the learner.
3. Critical thinking - the models encourage this and by scaffolding the learning, critical thinking questions can be developed by the students themselves.
I also like the components of the BACEIS model and the internal and external supersystems.B = behaviour
A = affect
C = cognition
E = environment
I = interacting
S = systems
The cognitive system includes metacognition plus critical thinking, creativity and learning strategies. It would make it too big a project I guess to also look at motivation, affective self-regulation and attitudes (affective system) which are also part of the internal supersystem.
The external supersystem includes culture and instructional techniques as well as teacher characteristics etc as influences on thinking but they are not really relevant for this project.
I have been reading this work by Hope Hartman:
Hartman, H.J. (2001). Developing students’ metacognitive knowledge and skills. In H.J. Hartman (ed.), Metacognition in learning and instruction. Kluwer, 33-68. Academic Publishers: the Netherlands.
I like the models she proposes:
Executive management metacognition - plan, monitor and evaluate progress.
Strategic metacognitive knowledge – what (facts), when and why (context) and how (procedures).
These models would enable participants to use metacognitive strategies for the three tasks in their course. This would help them develop metacognitive control and knowledge and also reflect.
For each task participants will be asked to plan, monitor and evaluate their progress using self-questioning techniques and reflect using a blog.
Why do I like the models she proposes:
1. Discipline diverse - these models can be used in a number of disciplines as they relate to any type of learning. The examples in the chapter relate to reading, maths, science social studies, writing.
2. Self-questioning is used and this can be modelled to encourage learners to create their own questions. The answers of course are generated by the learner.
3. Critical thinking - the models encourage this and by scaffolding the learning, critical thinking questions can be developed by the students themselves.
I also like the components of the BACEIS model and the internal and external supersystems.B = behaviour
A = affect
C = cognition
E = environment
I = interacting
S = systems
The cognitive system includes metacognition plus critical thinking, creativity and learning strategies. It would make it too big a project I guess to also look at motivation, affective self-regulation and attitudes (affective system) which are also part of the internal supersystem.
The external supersystem includes culture and instructional techniques as well as teacher characteristics etc as influences on thinking but they are not really relevant for this project.
