developing metacognition in teaching literature

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Developing Metacognition in Teaching Literature

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  • 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:

  • [BLOG A FRIEND]

    [ASK THE AUDIENCE]

    [50:50]

  • [BLOG A FRIEND]

    [ASK THE AUDIENCE]

    [50:50]

    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!

  • [BLOG A FRIEND]

    [ASK THE AUDIENCE]

    [50:50]

  • [BLOG A FRIEND]

    [ASK THE AUDIENCE]

    [50:50]0

    5

    10

    15

    20

    25

    30

    35

    40

    A B C D

  • [BLOG A FRIEND]

    [ASK THE AUDIENCE]

    [50:50]

  • [BLOG A FRIEND]

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    [50:50]

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

    Next Level

    1

    2

    3

    End the game

  • Sorry!Your answer is incorrect.

    Please relax, concentrate, andtry again. Good luck!

    Back to Level

    1

    2

    3

    End the game

  • Credits

  • The EndThe End