Developing Metacognition in Teaching Literature

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Developing Metacognition in Teaching Literature


<ul><li><p>DEVELOPING METACOGNITION</p><p>REGENERATING LANGUAGE AND LITERATURE</p><p>TEACHING IN THE UNIVERSITY</p><p>FEBRUARY 23, 2011</p><p>in Teaching Literature</p></li><li><p>DEVELOPING METACOGNITIONin Teaching Literature </p><p> Characteristics of Literature</p><p> Places to Look for Meaning in Literature</p><p> Metacognition</p><p> Strategies for Developing MetacognitiveBehaviors</p><p> Three Basic Elements of Metacognition</p><p> Some Assessment Organizers</p></li><li><p>ALL REALITY</p><p>BiographyAuthor as ArtistHistory</p><p>AUTHOR</p><p>FormLinguistic MakeupIntertextuality</p><p>WORK</p><p>IndividualCultural ContextHistorical Context</p><p>READER</p></li><li><p>MetacognitionMetacognition</p><p>Metacognition is thinking about thinking,</p><p>knowing "what we know" and "what we</p><p>don't know.</p><p>The basic metacognitive strategies are:</p><p>1. Connecting new information to </p><p>former knowledge. </p><p>2. Selecting thinking strategies </p><p>deliberately. </p><p>3. Planning, monitoring, and evaluating </p><p>thinking processes </p></li><li><p>Strategies for Developing </p><p>Metacognitive Behaviors</p><p> Identifying "what you know" and "what you don't know."</p><p> Talking about thinking </p><p> Keeping a thinking journal </p><p> Planning and self-regulation </p><p> Debriefing the thinking process</p><p> Self-Evaluation</p></li><li><p>Three Basic Elements of </p><p>Metacognition</p><p> Developing a plan of action </p><p> Maintaining/monitoring the plan </p><p> Evaluating the plan</p></li><li><p>Before - When you are </p><p>developing the plan of action, </p><p>ask yourself: </p><p> What in my prior knowledge will help mewith this particular task?</p><p> In what direction do I want my thinkingto take me?</p><p> What should I do first?</p><p> Why am I reading this selection?</p><p> How much time do I have to completethe task?</p></li><li><p>During - When you are </p><p>maintaining/monitoring the plan </p><p>of action, ask yourself: </p><p> How am I doing? </p><p> Am I on the right track? </p><p> How should I proceed? </p><p> What information is important to remember? </p><p> Should I move in a different direction? </p><p> Should I adjust the pace depending on the difficulty? </p><p> What do I need to do if I do not understand?</p></li><li><p>After - When you are </p><p>evaluating the plan of action </p><p>ask yourself: How well did I do? </p><p> Did my particular course of thinking produce more or less than I had </p><p>expected? </p><p> What could I have done differently? </p><p> How might I apply this line of thinking to other problems? </p><p> Do I need to go back through the task to fill in any "blanks" in my understanding? </p></li><li><p>SOME ASSESSMENT ORGANIZERS</p><p>Metacognitive Journal</p><p>Dialectical Journal</p><p>Learning Logs</p><p>Double Entry Journal</p><p>Synthesis Journal</p><p>Reflective Journals</p><p>Speculation about Effects Journal</p><p>Rubric</p></li><li><p>Metacognitive Journal</p><p> The MetacognitiveJournal encourages students to reflect on their reading processes, their final drafts, or their presentations. </p></li><li><p>Metacognitive Journal</p><p>What I learned. How I learned it.</p></li><li><p>Dialectical Journal</p><p> The dialectical journal is a type of double-entry note-taking which students use while reading literature. </p></li><li><p>Dialectical Journal</p><p>Quotation Page Why do I find this quotation </p><p>interesting or important?</p></li><li><p>Learning Logs </p><p> A Learning Log is a written response to literature but may be used to respond to other texts.</p></li><li><p>Learning Logs</p><p>Summary Reaction</p><p>Achilles chased Hector and</p><p>strode off the chase to tell about</p><p>springs they were running by.</p><p>A great chase going on like a</p><p>child running away from a monster</p><p>in a nightmare. Then it nose</p><p>dives into a flowery meadow of</p><p>boredom when the part about the</p><p>springs arise.</p></li><li><p>Double Entry Journal</p><p> This allows students to record their responses to text as they read. </p></li><li><p>Double Entry Journal</p><p>Quotation A phrase or sentence I especially like.</p><p>My thoughts about the quotation.</p><p>"To be awake is to be alive." (from the</p><p>chapter "Where I Lived and What I</p><p>Lived For"</p><p>I think that you can go though your</p><p>whole life asleep if you don't stop and</p><p>think about what you're doing. It's</p><p>important to make conscious choices,</p><p>especially when you're my age.</p></li><li><p>Synthesis Journal</p><p> This journal encourages students to review past experiences and plan for the future applications.</p></li><li><p>Synthesis Journal</p><p>What I Did. What I Learned. How I Can Use it.</p></li><li><p>Reflective Journals</p><p> In a Reflective Journal Entry, the student identifies the activity, and then reflects on the material learned.</p></li><li><p>Reflective JournalsWhat happened? How do I feel about it? What did I learn?</p></li><li><p>Speculation about </p><p>Effects Journal</p><p> This type of journaling encourages the student to anticipate the effects of the event(s) experienced. </p></li><li><p>Speculation about Effects JournalWhat Happened. What Could Happen Because of This.</p></li><li><p>Rubric</p><p> A rubric is an authentic assessment tool used to measure students' work. </p><p> 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.</p></li><li><p>CRITERIABeginning</p><p>1</p><p>Satisfactory</p><p>2</p><p>Proficient</p><p>3</p><p>Excellent</p><p>4MARK</p><p>STAGE PRESENCE Student lacks stagepresence with distracting</p><p>facial expression and</p><p>body movement.</p><p> Student has a stagepresence with non</p><p>distracting facial</p><p>expression and body</p><p>movement.</p><p> Student has a nicestage presence with a</p><p>pleasant face and body</p><p>movement.</p><p> Student has superiorstage presence with</p><p>outstanding facial</p><p>expressions and body</p><p>movement.</p><p>CHARACTERIZATION The performer does notdemonstrate an</p><p>understanding of his or</p><p>her character.</p><p> The performerdemonstrates an</p><p>understanding of his or</p><p>her character.</p><p> The performerdemonstrates a good</p><p>understanding of his or</p><p>her character.</p><p> The performerdemonstrates an</p><p>excellent</p><p>understanding of his or</p><p>her character.</p><p>ACTING DIALOGUE The student tells thestory but does not use</p><p>voices, facial</p><p>expressions or</p><p>movement to make the</p><p>storytelling more</p><p>interesting or clear.</p><p> The student tries to usevoices, facial</p><p>expressions and</p><p>movements to make the</p><p>characters more</p><p>believable and the story</p><p>more easily understood.</p><p> The student often usesvoices, facial</p><p>expressions and</p><p>movements to make</p><p>the characters more</p><p>believable and the</p><p>story more easily</p><p>understood.</p><p> The student usesconsistent voices,</p><p>facial expressions and</p><p>movements to make</p><p>the characters more</p><p>believable and the</p><p>story more easily</p><p>understood.</p><p>COSTUME AND </p><p>MAKE UP</p><p> Lacks creativity Little creativity used Some to moderatecreativity used</p><p> Great use ofimagination</p><p>PROPS The student uses noprops or the props</p><p>chosen detract from the</p><p>presentation.</p><p> Student uses 1-2 propswhich make the</p><p>presentation better.</p><p> Student uses 1-2 propsthat accurately fit the</p><p>period, and make the</p><p>presentation better.</p><p> Student uses severalprops that accurately fit</p><p>the period, show</p><p>considerable</p><p>work/creativity and</p><p>make the presentation</p><p>better.</p><p>FOCUS Performance at risk anduneven</p><p> Performance stable,relatively smooth</p><p> Flashes of spontaneityand style enliven solid</p><p>performance</p><p> Performance is aliveand explores the</p><p>bounds of form</p><p>OVERALL EFFECT Performance drags,audience is bored and/or</p><p>confused.</p><p> Performance is spotty,audience is polite.</p><p> Performance flows,audience is interested.</p><p> Performance sparkles,audience is engaged.</p><p>COMMENTS: TOTAL:</p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]</p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]</p><p>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 _____."</p><p>A. Literature is Aesthetic</p><p>B. Literature is Fictional</p><p>C. Literature is Language</p><p>D. Literature is True</p><p>Emily Dickinson </p><p>I think the correct answer is B. Hope that this </p><p>would help you. ;-&gt;</p><p>Will Shakespeare</p><p>@Emily. I agree with you! </p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]</p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]0</p><p>5</p><p>10</p><p>15</p><p>20</p><p>25</p><p>30</p><p>35</p><p>40</p><p>A B C D</p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]</p></li><li><p>[BLOG A FRIEND]</p><p>[ASK THE AUDIENCE]</p><p>[50:50]</p></li><li><p>Excellent!You did it! You got the correctanswer. Shakespeare would beproud of you.</p><p>Next Level</p><p>1</p><p>2</p><p>3</p><p>End the game</p></li><li><p>Sorry!Your answer is incorrect.</p><p>Please relax, concentrate, andtry again. Good luck!</p><p>Back to Level</p><p>1</p><p>2</p><p>3</p><p>End the game</p></li><li><p>Credits</p></li><li><p>The EndThe End</p></li></ul>