31-10-2016, 12:48 PM
1462448706-SE.CondiffLiteratureReviewMetacognitionASCHEDraft.docx (Size: 38.95 KB / Downloads: 4)
Teaching Metacognition Strategies Can Improve Literacy Across Disciplines
I have observed that placements scores are not sole indicators of student performancehaving taught both remedial level writing and freshmen composition writing. Students that have self-regulation skills are more likely to achieve class requisites. A typical assignment across the disciplines is to write in response to an assigned reading. The frustrated student that says just tell me what to write is saying tell me what to think. Writing as thinking is not a new buzzword in education. Even more important is a trend to move underprepared college freshmen further faster and it becomes even more relevant to teach critical thinking.[Should I put a source here, or can I assume this is general knowledge] A conversation that I overheard illustrates a common problem in the classroom. A group of new adjunct teachers was complaining about student behavior. It occurred to me the situation described is an example of the problem, the lack of developed metacognition. One teacher, in particular, shared his experience working in the writing lab. He said these lazy students show up in the lab asking for answers to homework assignments, and they have not done the assigned reading. I felt that the inexperienced teacher had interpreted the student behavior wrong. The telling flaw, lazy students, do not go to the learning lab. The assignment directions instructed answer the questions at the end of the chapter; if you can not answer the question or need help, go to the writing lab. The students trained in rote learning had done as they were told. Nowhere were the instructions given to read the chapter. I am by know meanings saying instructions must be needlessly long and detailed. However, there exist a need in freshmen general education classes to teach a balance of how to learn alongside what to learn. [Should I omit the narrative hook example in theintroduction of literature review?] Likewise, when teachers do not model critical problem-solving this not only causes lackluster lesson plans but students that do not understand the reason for skill training will have lower quality work that does not demonstrate the application of learning. Students must understand what is implied in spoken and written language. Therefore, students that simultaneously develop critical thinking skills are more likely to learn.[Insert research thesis here]
Metacognition
[In this paragraph a historical context and define psychological term metacognition with sources.Should this scholarly writing replace my introduction above]Should I find a primary source? When writing for audience, can I assume that the reader would be familiar with the term metacognition? My literature review is synthesizing metacognitive strategies for reading and writing, and there is an application for online students.
Metacognitive Strategies.
Wischgoll conducted a comparative experiment to determine the effectiveness of teaching metacognition strategies alongside content objectives in the classroom. “The aim of our study was to analyze whether the acquisition of academic writing skills can be effectively supported by teaching a combination of cognitive and metacognitive strategies” (Wischgoll, 5). [I will continue to merge my annotated bibliography or synthesis of the literature here]; I am going to go ahead, and post this as my intended plan, and hopeful be back to the computer soon to repost my completed draft. I have made an unplanned appointment to get a cortisone shot; I have developed a reoccurring case of hives that are particularly very bothersome this weekend during crunch time. I will apply our feedback given in class about synthesizing the literature review which is the body of my paper. I fear that I have started off on the wrong foot with narrative liberties and would appreciate feedback on should I stick to only giving literature historical frame of reference in the introduction?]