Developing Metacognition in Teaching Literature
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Transcript of 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
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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
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ALL REALITY
BiographyAuthor as ArtistHistory
AUTHOR
FormLinguistic MakeupIntertextuality
WORK
IndividualCultural ContextHistorical Context
READER
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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
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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
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Three Basic Elements of
Metacognition
Developing a plan of action
Maintaining/monitoring the plan
Evaluating the plan
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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?
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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?
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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?
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SOME ASSESSMENT ORGANIZERS
Metacognitive Journal
Dialectical Journal
Learning Logs
Double Entry Journal
Synthesis Journal
Reflective Journals
Speculation about Effects Journal
Rubric
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Metacognitive Journal
The MetacognitiveJournal encourages students to reflect on their reading processes, their final drafts, or their presentations.
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Metacognitive Journal
What I learned. How I learned it.
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Dialectical Journal
The dialectical journal is a type of double-entry note-taking which students use while reading literature.
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Dialectical Journal
Quotation Page Why do I find this quotation
interesting or important?
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Learning Logs
A Learning Log is a written response to literature but may be used to respond to other texts.
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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.
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Double Entry Journal
This allows students to record their responses to text as they read.
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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.
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Synthesis Journal
This journal encourages students to review past experiences and plan for the future applications.
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Synthesis Journal
What I Did. What I Learned. How I Can Use it.
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Reflective Journals
In a Reflective Journal Entry, the student identifies the activity, and then reflects on the material learned.
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Reflective JournalsWhat happened? How do I feel about it? What did I learn?
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Speculation about
Effects Journal
This type of journaling encourages the student to anticipate the effects of the event(s) experienced.
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Speculation about Effects JournalWhat Happened. What Could Happen Because of This.
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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.
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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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[BLOG A FRIEND]
[ASK THE AUDIENCE]
[50:50]
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[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!
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[BLOG A FRIEND]
[ASK THE AUDIENCE]
[50:50]
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[BLOG A FRIEND]
[ASK THE AUDIENCE]
[50:50]0
5
10
15
20
25
30
35
40
A B C D
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[BLOG A FRIEND]
[ASK THE AUDIENCE]
[50:50]
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[BLOG A FRIEND]
[ASK THE AUDIENCE]
[50:50]
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Excellent!You did it! You got the correctanswer. Shakespeare would beproud of you.
Next Level
1
2
3
End the game
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Sorry!Your answer is incorrect.
Please relax, concentrate, andtry again. Good luck!
Back to Level
1
2
3
End the game
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Credits
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The EndThe End