Developing metacognitive teaching strategies through lesson study / / Eric C.K. Cheng, Joanna K.M. Chan

• Autore: Cheng Eric C. K.
• Pubblicazione: Singapore : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (86 pages)
• Disciplina: 370.1523
• Soggetto topico: Cognitive learning; Metacognició; Estratègies d'aprenentatge; Lliçons
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): ChanJoanna K. M.
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Intro -- 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.
• Titolo autorizzato: Developing Metacognitive Teaching Strategies Through Lesson Study
• ISBN: 981-16-5569-3
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910502991603321
• Lo trovi qui: Univ. Federico II