Developing Metacognitive Teaching Strategies Through Lesson Study

✍ Scribed by Eric C. K. Cheng, Joanna K. M. Chan

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 86
• Category: Library

✦ Synopsis

The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students’ learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers’ metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum.

The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students’ metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning.

✦ Table of Contents

Preface
Contents
1 Curriculum for Nurturing Self-regulating Competencies
1.1 Impacts of Industry 4.0 on Education
1.2 Competency-Based Curriculum for Developing 21st Century Skills
1.3 Implementation of a Competency-Based Curriculum
1.4 Self-regulation as an Intended Learning Outcome
1.5 Summary
References
2 Metacognition and Metacognitive Learning
2.1 What is Metacognition?
2.2 Cognitive and Metacognitive Learning Strategies
2.3 Theoretical Models of Metacognition
2.3.1 Flavell’s Model (1979) of Cognitive Monitoring
2.3.2 Brown’s Model (1987) of Metacognitive Knowledge and Regulation
2.3.3 Schraw’s Model (1994) of Metacognition
2.4 Why is Metacognitive Learning Important?
2.4.1 Metacognition Enhances 21st Century Skills
2.4.2 Metacognition Improves Academic Achievements
2.5 Measuring Metacognition
2.5.1 Metacognitive Awareness Inventory (MAI)
2.5.2 A Study of Metacognition and Academic Results
2.6 Metacognitive Teaching
2.7 Summary
References
3 Crafting Metacognitive Teaching Strategies Through Lesson Study
3.1 Knowledgeable Platform for Metacognitive Teaching
3.1.1 Lesson Study as a Platform for Knowledgeable Others
3.1.2 Lesson Study for Crafting Self-regulated Learning Pedagogies
3.1.3 Lesson Study as a Knowledge Creation Platform
3.2 A Case Study
3.2.1 SRL as a Major Concern in Schools (Vision and Leadership)
3.2.2 Using Lesson Study to Develop SRL (Knowledge Acquisition)
3.2.3 Socialisation of Metacognitive Pedagogies
3.2.4 Lesson Study Case for Liberal Studies
3.2.5 Combination of Knowledge
3.2.6 Internalisation of the Metacognitive Pedagogies
3.3 Summary
References
4 Crafting of Metacognitive Teaching Strategies Through Learning Study
4.1 Learning Study
4.2 Variation Theory
4.3 Learning Study Case
4.3.1 Select Enzymes as the Topic
4.3.2 Setting Object of Learning
4.3.3 Diagnosing Students’ Learning Difficulties
4.3.4 Confirming the Object of Learning and Critical Feature
4.3.5 Ideas in the Lesson Planning
4.3.6 Lesson Implementation of Cycle 1 and Cycle 2
4.3.7 Evaluating the Learning Outcomes
4.4 Conclusion
4.4.1 Metacognitive Questions Broaden the Shared Space of Learning
4.4.2 Constructive Approach Facilitates the Changing of “Seeing”
4.4.3 Visualising a Pattern of Variation Facilitates the Discernment of Sameness and Difference
4.4.4 Suggestions for Improvement
References
5 Internalisation of Metacognitive Teaching Through Lesson Study
5.1 Introduction
5.1.1 Explicit Teaching
5.1.2 Promoting Metacognitive Language
5.1.3 Modeling and Thinking-Aloud
5.1.4 Questioning, Prompts and Probes
5.1.5 Graphic Organisers
5.1.6 K-W-L Chart
5.1.7 Guiding Questions for Co-Operative Learning
5.1.8 Reciprocal Teaching
5.1.9 Reflective Learning
5.2 Instructional Design for Metacognitive Teaching
5.2.1 The Five Principles for Scaffolding Metacognitive Lessons
5.2.2 Pre-service Teachers’ Perceptions of Their Changes
5.3 How Do Lesson and Learning Studies Benefit from Knowledgeable Others?
5.3.1 Lesson Study as Collaborative Action Research
5.3.2 Lesson Study as Communities of Practice
5.3.3 Organisational Learning Culture for Lesson Study
5.4 Conclusion
References