DEVELOPING METACOGNITION

REGENERATING LANGUAGE AND LITERATURE

TEACHING IN THE UNIVERSITY

FEBRUARY 23, 2011

in Teaching Literature

DEVELOPING METACOGNITIONin Teaching Literature

Characteristics of Literature

Places to Look for Meaning in Literature

Metacognition

Strategies for Developing MetacognitiveBehaviors

Three Basic Elements of Metacognition

Some Assessment Organizers

ALL REALITY

BiographyAuthor as ArtistHistory

AUTHOR

FormLinguistic MakeupIntertextuality

WORK

IndividualCultural ContextHistorical Context

READER

MetacognitionMetacognition

Metacognition is thinking about thinking,

knowing "what we know" and "what we

don't know.

The basic metacognitive strategies are:

1. Connecting new information to

former knowledge.

2. Selecting thinking strategies

deliberately.

3. Planning, monitoring, and evaluating

thinking processes

Strategies for Developing

Metacognitive Behaviors

Identifying "what you know" and "what you don't know."

Talking about thinking

Keeping a thinking journal

Planning and self-regulation

Debriefing the thinking process

Self-Evaluation

Three Basic Elements of

Metacognition

Developing a plan of action

Maintaining/monitoring the plan

Evaluating the plan

Before - When you are

developing the plan of action,

ask yourself:

What in my prior knowledge will help mewith this particular task?

In what direction do I want my thinkingto take me?

What should I do first?

Why am I reading this selection?

How much time do I have to completethe task?

During - When you are

maintaining/monitoring the plan

of action, ask yourself:

How am I doing?

Am I on the right track?

How should I proceed?

What information is important to remember?

Should I move in a different direction?

Should I adjust the pace depending on the difficulty?

What do I need to do if I do not understand?

After - When you are

evaluating the plan of action

ask yourself: How well did I do?

Did my particular course of thinking produce more or less than I had

expected?

What could I have done differently?

How might I apply this line of thinking to other problems?

Do I need to go back through the task to fill in any "blanks" in my understanding?

SOME ASSESSMENT ORGANIZERS

Metacognitive Journal

Dialectical Journal

Learning Logs

Double Entry Journal

Synthesis Journal

Reflective Journals

Speculation about Effects Journal

Rubric

Metacognitive Journal

The MetacognitiveJournal encourages students to reflect on their reading processes, their final drafts, or their presentations.

Metacognitive Journal

What I learned. How I learned it.

Dialectical Journal

The dialectical journal is a type of double-entry note-taking which students use while reading literature.

Dialectical Journal

Quotation Page Why do I find this quotation

interesting or important?

Learning Logs

A Learning Log is a written response to literature but may be used to respond to other texts.

Learning Logs

Summary Reaction

Achilles chased Hector and

strode off the chase to tell about

springs they were running by.

A great chase going on like a

child running away from a monster

in a nightmare. Then it nose

dives into a flowery meadow of

boredom when the part about the

springs arise.

Double Entry Journal

This allows students to record their responses to text as they read.

Double Entry Journal

Quotation A phrase or sentence I especially like.

My thoughts about the quotation.

"To be awake is to be alive." (from the

chapter "Where I Lived and What I

Lived For"

I think that you can go though your

whole life asleep if you don't stop and

think about what you're doing. It's

important to make conscious choices,

especially when you're my age.

Synthesis Journal

This journal encourages students to review past experiences and plan for the future applications.

Synthesis Journal

What I Did. What I Learned. How I Can Use it.

Reflective Journals

In a Reflective Journal Entry, the student identifies the activity, and then reflects on the material learned.

Reflective JournalsWhat happened? How do I feel about it? What did I learn?

Speculation about

Effects Journal

This type of journaling encourages the student to anticipate the effects of the event(s) experienced.

Speculation about Effects JournalWhat Happened. What Could Happen Because of This.

Rubric

A rubric is an authentic assessment tool used to measure students' work.

It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.

CRITERIABeginning

1

Satisfactory

2

Proficient

3

Excellent

4MARK

STAGE PRESENCE Student lacks stagepresence with distracting

facial expression and

body movement.

Student has a stagepresence with non

distracting facial

expression and body

movement.

Student has a nicestage presence with a

pleasant face and body

movement.

Student has superiorstage presence with

outstanding facial

expressions and body

movement.

CHARACTERIZATION The performer does notdemonstrate an

understanding of his or

her character.

The performerdemonstrates an

understanding of his or

her character.

The performerdemonstrates a good

understanding of his or

her character.

The performerdemonstrates an

excellent

understanding of his or

her character.

ACTING DIALOGUE The student tells thestory but does not use

voices, facial

expressions or

movement to make the

storytelling more

interesting or clear.

The student tries to usevoices, facial

expressions and

movements to make the

characters more

believable and the story

more easily understood.

The student often usesvoices, facial

expressions and

movements to make

the characters more

believable and the

story more easily

understood.

The student usesconsistent voices,

facial expressions and

movements to make

the characters more

believable and the

story more easily

understood.

COSTUME AND

MAKE UP

Lacks creativity Little creativity used Some to moderatecreativity used

Great use ofimagination

PROPS The student uses noprops or the props

chosen detract from the

presentation.

Student uses 1-2 propswhich make the

presentation better.

Student uses 1-2 propsthat accurately fit the

period, and make the

presentation better.

Student uses severalprops that accurately fit

the period, show

considerable

work/creativity and

make the presentation

better.

FOCUS Performance at risk anduneven

Performance stable,relatively smooth

Flashes of spontaneityand style enliven solid

performance

Performance is aliveand explores the

bounds of form

OVERALL EFFECT Performance drags,audience is bored and/or

confused.

Performance is spotty,audience is polite.

Performance flows,audience is interested.

Performance sparkles,audience is engaged.

COMMENTS: TOTAL:

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Player Please help me in answering this item!"In fantasy fiction, human beings fly, performmagic, remain young, travel through time,metamorphose, and live happily ever after. Thisillustrates that _____."

A. Literature is Aesthetic

B. Literature is Fictional

C. Literature is Language

D. Literature is True

Emily Dickinson

I think the correct answer is B. Hope that this

would help you. ;->

Will Shakespeare

@Emily. I agree with you!

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A B C D

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Excellent!You did it! You got the correctanswer. Shakespeare would beproud of you.

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