Writing a metacognitive reflection

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Writing a metacognitive reflection

Costa and Bena Kallick Chapter Learning Through Reflection by Arthur L.

writing a metacognitive reflection

Costa and Bena Kallick A defining condition of being human is that we have to understand the meaning of our experience. We also view these happenings simply as the experiences they are, not as opportunities for learning.

Instead, we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection. Reflection has many facets.

Putting Metacognition into Practice

For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone.

Reflection is also enhanced, however, when we ponder our learning with others. Reflection involves linking a current experience to previous learnings a process called scaffolding.

Reflection also involves drawing forth cognitive and emotional information from several sources: To reflect, we must act upon and process the information, synthesizing and evaluating the data.

What is Autonomy?

In the end, reflecting also means applying what we've learned to contexts beyond the original situations in which we learned something. Valuing Reflection The art of teaching is the art of assisting discovery.

They organize instruction so that students are the producers, not just the consumers, of knowledge. To best guide children in the habits of reflection, these teachers approach their role as that of "facilitator of meaning making.

The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it, and apply the learnings to other contexts and settings. Learning becomes a continual process of engaging the mind that transforms the mind.

Unfortunately, educators don't often ask students to reflect on their learning.

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Thus, when students are asked to reflect on an assignment, they are caught in a dilemma: How do I 'reflect'? I've already completed this assignment! Why do I have to think about it anymore? Setting the Tone for Reflection Most classrooms can be categorized in one of two ways: Each of these teaching environments sets a tone and an expectation.Common Core State StandardS for english Language arts & Literacy in History/Social Studies, Science, and technical Subjects.

The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.

Over the last two decades, the concepts of learner autonomy and independence have gained momentum, the former becoming a 'buzz-word' within the context of language learning. Design and planning resource for classroom teachers, instructional designers, and professors of education.

The glossary lists, describes, and provides links for . Best Schools. by Thomas Armstrong. Table of Contents. Chapter 5.

Glossary of Instructional Strategies

Middle Schools: Social, Emotional, and Metacognitive Growth. In July of , William Alexander, chairman of the department of education at George Peabody College, was on his way to deliver an address at Cornell University on the successes of the junior high school movement when his flight was delayed at LaGuardia Airport in New.

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writing a metacognitive reflection
Learning Through Reflection