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iGeneration - 21st Century Education (Pedagogy & Digital Innovation)
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Teaching and learning in the 21st Century - meeting the pedagogical challenges of digital learning and innovation for the iGeneration
Curated by
Tom D'Amico (@TDOttawa)
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Read 10 Strategies To Promote Curiosity In Learning How The Memory Works In Learning What Students Do Better Than Teachers 10 Metacognitive Prompts To Help Students Reflect On Their Learning by TeachThought Staff & Peter Pappas It’s well-established that reflection is critical in the learning process. While it sounds formal, ‘reflection’ simply means to ‘think … 
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Metacognition is defined as thinking about one's thinking or learning. More formally, 'metacognition was originally referred to as the knowledge about and the regulation of one's cognitive activities in learning processes' (Veenman, Van Hout-Wolters, & Afflerbach, 2006, p.3). Too often students receive information, receive
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The Education Endowment Foundation, the very highly-respected education research group in the UK, just published a report titled Metacognition and self-regulated learning. It’s very thorough …
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Te Aniwa Tutara's curator insight,
December 9, 2016 5:02 AM
Practical skills for teaching metacognition in the class
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RESENTICE's curator insight,
September 26, 2016 9:21 AM
ou comment rendre l'apprentissage plus efficace à l'aide d'un questionnement personnel journalier des élèves sur ce qu'ils retiennent de leur journée de classe ?
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Retrieval Practice: A Powerful Strategy to Improve Learning — Summary of Recommendations. Character Day. The Choice Explosion. How to Get Past Negativity Bias
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When students practice metacognition, the act of thinking about their thinking helps them make greater sense of their life experiences and start achieving at higher levels.
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At Bullis, we have found that there is tremendous power for both teachers and students when we listen to students verbalizing their thoughts, hear how they are thinking through the process of solving problems, and give them the space to talk concepts out with their peers. As math teachers, we are continually improving our practice…
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Last year I met an inspiring educator with a passion for high-quality, literacy instruction. Dr. Molly Ness is the author of Think Big With Think Alouds, Grades K-5: A Three-Step Planning Process That Develops Strategic Readers. She offers lots of tips for think alouds, and I'm excited to share some with you today!
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Are today's students impatient to solve problems without enough thought? Curtis Chandler says "brain stretchers" can get them to slow down and think critically.
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The newest “question-of-the-week” at my Education Week Teacher column is: What is metacognition and why should teachers be concerned about it? Feel free to leave a response in the comme…
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Learning how to think about thinking can help students develop strategies for solving problems and understand tasks at hand.
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What assessment expert and two-time Bammy Awards Finalist Starr Sackstein says about metacognition.
Juan Juan's curator insight,
October 3, 2017 11:29 PM
Metacognition makes students better learners as they take part of the learning process as well as its assessment. The student must come up with questions such as; What was my understanding of the task in my own words? What did I do to achieve success on the task? What challenges did I face and how did I overcome them? Which standards did I meet and what evidence from my work supports that assessment? What goals did I set and meet? Which do I still need to work on? If I had the opportunity to do it again, what would I do differently? After making the student aware of this questions, they will not be the passive actor of the process who just receives a grade without the awareness of what it means. Students must go beyond the illusion of a grade and be certain of what they know, can do and are still not able to do.
Camilo Ceballos Rozo's curator insight,
May 29, 2018 12:00 AM
Metacognition makes students better learners as they take part of the learning process as well as its assessment. The student must come up with questions such as; What was my understanding of the task in my own words? What did I do to achieve success on the task? What challenges did I face and how did I overcome them? Which standards did I meet and what evidence from my work supports that assessment? What goals did I set and meet? Which do I still need to work on? If I had the opportunity to do it again, what would I do differently? After making the student aware of this questions, they will not be the passive actor of the process who just receives a grade without the awareness of what it means. Students must go beyond the illusion of a grade and be certain of what they know, can do and are still not able to do. 1
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Humans are social animals because our survival depends on it. Here are four strategies for teaching students how their brains work through acts of collaboration.
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