METACOGNITIVE STRATEGIES FOR THE SECONDARY SOCIAL STUDIES CLASSROOM

BY:RODOLFO RAMIREZ

Thinking about Thinking

Question:

How many of you ever think about your thinking?

The Perfect Scenario

Students can independently:

Have a great skill set

Read and follow directions

Find and use appropriate resources

Complete assignments without assistance

Our Reality

Students rely on you because: of:

Anxiety

Short attention spans

Need much reinforcement

Need much guidance and assistance

Do not have a good skill set

Metacognitive Awareness Why are some

students successful with challenges and others are frustrated?

How do students develop the necessary skills to fill the gap?

How can I help my students develop the practical intelligence for academic success and to achieve a college ready level of cognition?

Research on Metacognition Self-reflection has

positive effects on students’ academic and personal development

Successful students are self-regulated learners

Metacognitive processes are influenced by teachers’ methods and materials

Metacognition and Teaching What objectives

did I have in mind?

What was I thinking when I decided to focus on vocabulary terms prior to the reading activity?

How can I make this information easier to understand?

Did I assess the students properly?

Metacognitive Classroom Strategies and Practices:The Power of a Journal

A regular spiral or composition notebook can be a tool which supports and develops metacognition when used properly.

Realistic Advice and

Encouragement

Effective learning is based on positive thinking and a focused effort

Self-defeatism allows students to withdraw from situations

Less proficient learners make the greatest gains when metacognitive skills are part of instruction

Thinking Strategies Teacher modeling

Introduction and utility of new skills

Making an effort to have students understand what strategies are used in the thinking process

Validating utility of skills

Reciprocal Teaching Activities Helps students

become comfortable with metacognitive thinking

Provides steps for exploring texts

Requires guided practice when initially implemented

Discussions about Thinking Purposeful

interaction with text

Understanding the best practice of thought

Gaining insight from peers

Self-Assessment Self-regulation

leads to better performance and less dependence on others for resolving problems

Allows for students to grow into responsible and independent individuals

Questioning All students

should be able to think, reflect, and question in an effective and appropriate manner

It prompts students to search for the information they want to know which adds focus to their learning

Problem-Solving Activities Shift from basic

recall to analysis and application

Requires a variety of thinking tasks

Create a problem-solving activity which encompasses three metacognitive skills mentioned today with your group.

Make sure it includes your content area, but make sure it requires more than just information recall.

Conclusions

Metacognitive skills are imperative for our students’ success throughout high school and college

Teaching metacognitive skills early on can help maximize the population of students effectively learning in your classroom

Journals can be effective tools in developing metacognitive skills in your course

Questions or Comments?

Credits

Works Referenced Gredler, M. E. (2009). Learning and instruction, theory into practice.

Prentice Hall. Joseph, N. (2010). Metacognition Needed: Teaching Middle and High

School Students to Develop Strategic Learning Skills. Preventing School Failure, 54(2), 99-103.

Photo Credits Photo taken from http://www.impactlab.net/2010/05/26/gaining-a-

competitive-edge-through-systems-thinking/systems-thinking-2/ - “Thinking about thinking”

Photo Taken from http://www.thesamohi.com/feature/the-calculus-cult- “students working”

M.C.Escher, “Hand with Reflecting Sphere” Auguste Rodin, “The Thinker” Photo taken from

http://www.time.com/time/magazine/article/0,9171,1713473,00.html – “great teacher”