biography of Jean Piaget (1896-1980)
Jean Piaget was born in Neuchâtel (Switzerland) on August 9, 1896. He died in Geneva on September 16, 1980. He was the oldest child of Arthur Piaget, professor of medieval literature at the University, and of Rebecca Jackson. At age 11, while he was a pupil at Neuchâtel Latin high school, he wrote a short notice on an albino sparrow. This short paper is generally considered as the start of a brilliant scientific career made of over sixty books and several hundred articles.
His interest for mollusks was developed during his late adolescence to the point that he became a well-known malacologist by finishing school. He published many papers in the field that remained of interest for him all along his life.
After high school graduation, he studied natural sciences at the University of Neuchâtel where he obtained a Ph.D. During this period, he published two philosophical essays which he considered as "adolescence work" but were important for the general orientation of his thinking.
After a semester spent at the University of Zürich where he developed an interest for psychoanalysis, he left Switzerland for France. He spent one year working at the Ecole de la rue de la Grange-aux-Belles a boys' institution created by Alfred Binet and then directed by De Simon who had developed with Binet a test for the measurement of intelligence. There, he standardized Burt's test of intelligence and did his first experimental studies of the growing mind.
In 1921, he became director of studies at the J.-J. Rousseau Institute in Geneva at the request of Sir Ed. Claparède and P. Bovet.
In 1923, he and Valentine Châtenay were married. The couple had three children, Jacqueline, Lucienne and Laurent whose intellectual development from infancy to language was studied by Piaget.
Successively or simultaneously, Piaget occupied several chairs: psychology, sociology and history of science at Neuchâtel from 1925 to 1929; history of scientific thinking at Geneva from 1929 to 1939; the International Bureau of Education from 1929 to 1967; psychology and sociology at Lausanne from 1938 to 1951; sociology at Geneva from 1939 to 1952, then genetic and experimental psychology from 1940 to 1971. He was, reportedly, the only Swiss to be invited at the Sorbonne from 1952 to 1963. In 1955, he created and directed until his death the International Center for Genetic Epistemology.
His researches in developmental psychology and genetic epistemology had one unique goal: how does knowledge grow? His answer is that the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. Therefore, children's logic and modes of thinking are initially entirely different from those of adults.
Piaget's oeuvre is known all over the world and is still an inspiration in fields like psychology, sociology, education, epistemology, economics and law as witnessed in the annual catalogues of the Jean Piaget Archives. He was awarded numerous prizes and honorary degrees all over the world.
1.- ¿Cuàndo naciò Jean Piaget?
Jean Piaget was born in Neuchâtel (Switzerland) on August 9, 1896.
2.- ¿Cuàndo muriò Jean Piaget?
He died in Geneva on September 16, 1980.
3.- ¿Cuàl fue su interès por los moluscos?
His interest for mollusks was developed during his late adolescence to the point that he became a well-known malacologist by finishing school.
4.- ¿Qué hizo en 1921?
In 1921, he became director of studies at the J.-J. Rousseau Institute in Geneva at the request of Sir Ed. Claparède and P. Bovet.
5.- ¿Qué cátedras ocupo simultáneamente Jean Piaget?
Successively or simultaneously, Piaget occupied several chairs: psychology, sociology and history of science at Neuchâtel from 1925 to 1929; history of scientific thinking at Geneva from 1929 to 1939; the International Bureau of Education from 1929 to 1967; psychology and sociology at Lausanne from 1938 to 1951; sociology at Geneva from 1939 to 1952, then genetic and experimental psychology from 1940 to 1971. He was, reportedly, the only Swiss to be invited at the Sorbonne from 1952 to 1963.
6.- Qué centro creó y dirigió hasta su muerte?
In 1955, he created and directed until his death the International Center for Genetic Epistemology.
7.- ¿Con quién contrajo matrimonio?
In 1923, he and Valentine Châtenay were married.
8.- ¿Cuántas hijas tuvo la pareja?
The couple had three children.
9.- ¿Cómo se llamaban sus hijas?
Jacqueline, Lucienne and Laurent.
http://www.piaget.org/aboutPiaget.html
Patrones de Organización de un Párrafo
A. Seleccione un texto relacionado con su área de experticia. Lea el texto y extraiga: Las definiciones y los marcadores de definición.
His answer is
the growth of knowledge is: el crecimiento del saber es
Therefore; Por lo tanto
and modes of thinking are: Y los modos de pensamiento son
Piaget's oeuvre is known all over the world and is: La obra de Piaget es conocida en todo el mundo y es
B. Seleccione otro texto relacionado con su área de experticia y extraiga las palabras de secuencia u ordenamiento del tiempo.
his late adolescence: Su última etapa de la adolescencia
After high school graduation: Después de graduarse del colegio
He spent one year working : Pasó un año trabajando
At age 11
In 1921
August 9, 1896
September 16, 1980
Successively or simultaneously: Sucesiva o simultáneamente
from 1925 to 1929
from 1929 to 1939
from 1929 to 1967
from 1938 to 1951
from 1939 to 1952
from 1940 to 1971
from 1952 to 1963
In 1955
He was the oldest child: Él era el hijo mayor
After a semester spent at the University: Después de un semestre en la Universidad
Initially: inicialmente
miércoles, 31 de agosto de 2011
Entrada final de Blog: Reflexión
Entrada final de Blog: Reflexión
Escribe una entrada final donde reflexiones sobre los aspectos de tu curso que te ayudaron a caminar esta aventura con éxito. Incluye los siguientes aspectos:
1. Clases en el salón y clases en el laboratorio
Indiscutiblemente que mucho mejor es hacer uso del laboratorio para poner en práctica los conocimientos adquiridos en cada sesión, pero es de hacer notar que de igual manera la profesora (que es EXCELENTE docente) a través del manejo de la tecnología, la transmisión de sus conocimientos, las estrategias metacognitivas empleadas, la implementación del aprendizaje cooperativo, manejo de las situaciones de conflicto, y otros; supo dirigir cada sesión de manera ejemplar en el salón de clases.
2. Materiales: presentaciones PPP, diccionarios, teléfono, computadoras
Verdaderamente innovador, yo hacia uso de algunos de estos recursos, pero a través de todas las sesiones hoy en día me siento más segura para hacer uso de diversos recursos que me faciliten el trabajo de buscar información en mi lengua materna y en una segunda lengua que en este caso es el inglés.
3. Compañeros de clase
Conocí a nuevos compañeros e interactúe tanto con ellos como con los ya conocidos, haciendo que esa interacción fuese constructivista y cooperativa, ya que, no solo se buscaba aprender o reconocer lo que sabemos del idioma, sino a ayudarnos mutuamente y a través de juegos, risas, búsquedas de conocimientos, compartir conocimientos, fuese toda una aventura de aprendizaje.
4. Uso del blog como cuaderno digital
Me parece maravilloso porque es una herramienta para guardar e intercambiar cualquier tipo de información o enlaces a través de la red, de la profesora no solo aprendí a interactuar con el inglés sino a implementar una nueva forma de trabajar con mis alumnos, ya que, soy profesora en el área de lengua española y todo lo aprendido acá con el uso del block lo voy a poner en práctica en mis clases.
5. ¿Puedes enfrentar un texto en inglés sin miedo?
Definitivamente, ya que tengo herramientas que me ayudaran a leer los mismos.
6. ¿Vas a continuar leyendo textos en inglés?
Si, ya que, existe información valiosa y actualizada que se encuentra en ese idioma y me servirá para mi crecimiento personal y profesional.
7. ¿Qué sugieres para los próximos cursos?
Procurar contar dentro de su Stan con profesionales de tan alta calidad humana y profesional como la profesora Doris.
Que en todos los cursos se pueda hacer uso del laboratorio como opción de búsqueda de ayudas e información para el manejo apropiado del idioma.
Gracias mil, teacher, que Dios la bendiga siempre.
Escribe una entrada final donde reflexiones sobre los aspectos de tu curso que te ayudaron a caminar esta aventura con éxito. Incluye los siguientes aspectos:
1. Clases en el salón y clases en el laboratorio
Indiscutiblemente que mucho mejor es hacer uso del laboratorio para poner en práctica los conocimientos adquiridos en cada sesión, pero es de hacer notar que de igual manera la profesora (que es EXCELENTE docente) a través del manejo de la tecnología, la transmisión de sus conocimientos, las estrategias metacognitivas empleadas, la implementación del aprendizaje cooperativo, manejo de las situaciones de conflicto, y otros; supo dirigir cada sesión de manera ejemplar en el salón de clases.
2. Materiales: presentaciones PPP, diccionarios, teléfono, computadoras
Verdaderamente innovador, yo hacia uso de algunos de estos recursos, pero a través de todas las sesiones hoy en día me siento más segura para hacer uso de diversos recursos que me faciliten el trabajo de buscar información en mi lengua materna y en una segunda lengua que en este caso es el inglés.
3. Compañeros de clase
Conocí a nuevos compañeros e interactúe tanto con ellos como con los ya conocidos, haciendo que esa interacción fuese constructivista y cooperativa, ya que, no solo se buscaba aprender o reconocer lo que sabemos del idioma, sino a ayudarnos mutuamente y a través de juegos, risas, búsquedas de conocimientos, compartir conocimientos, fuese toda una aventura de aprendizaje.
4. Uso del blog como cuaderno digital
Me parece maravilloso porque es una herramienta para guardar e intercambiar cualquier tipo de información o enlaces a través de la red, de la profesora no solo aprendí a interactuar con el inglés sino a implementar una nueva forma de trabajar con mis alumnos, ya que, soy profesora en el área de lengua española y todo lo aprendido acá con el uso del block lo voy a poner en práctica en mis clases.
5. ¿Puedes enfrentar un texto en inglés sin miedo?
Definitivamente, ya que tengo herramientas que me ayudaran a leer los mismos.
6. ¿Vas a continuar leyendo textos en inglés?
Si, ya que, existe información valiosa y actualizada que se encuentra en ese idioma y me servirá para mi crecimiento personal y profesional.
7. ¿Qué sugieres para los próximos cursos?
Procurar contar dentro de su Stan con profesionales de tan alta calidad humana y profesional como la profesora Doris.
Que en todos los cursos se pueda hacer uso del laboratorio como opción de búsqueda de ayudas e información para el manejo apropiado del idioma.
Gracias mil, teacher, que Dios la bendiga siempre.
UNIDAD III
METACOGNITION: Study Strategies, Monitoring, and Motivation
By William Peirce © 2003
A greatly expanded text version of a workshop
presented November 17, 2004, at Prince George's Community College
http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm">
I. Introduction
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word exam requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
Seleccione un texto que tenga una imagen.
Observe la imagen y conteste las siguientes preguntas;
De acuerdo al titulo y la imagen
¿Cuál cree usted es el tópico que está a punto de leer?
La metacognición como un proceso mental para la adquisición del conocimiento, donde intervienen: el monitoreo sobre la reflexión y el autoaprendizaje; las estrategias empleadas por el estudiante y la motivación.
Luego lea el texto
¿Cuál es la idea general del texto?
En general, la metacognición es pensar sobre el pensamiento. Más en concreto, Taylor (1999) define la metacognición como "una apreciación de lo que ya sabemos, junto con una aprehensión correcta de la tarea de aprendizaje y los conocimientos y destrezas que requiere, junto con la agilidad necesaria para hacer inferencias correctas sobre cómo aplicar una estratégicas de conocimiento a una situación particular, y para hacerlo de manera eficiente y confiable. "
¿Qué palabras se repiten?
Metacognition: metacognición (s) de contenido
Strategies; estrategias (s) de contenido
Metacognitive (adj) knowledge (s): conocimiento metacognitivo. de contenido
knowledge: conocimiento (s) de contenido
procedure: procedimiento (s) de contenido
students: estudiantes (s) de contenido
process: proceso (s), procesar (v) de contenido
¿Qué palabras se parecen al español?
Defines: define
Students: estudiantes
Metacognitive: metacognitivo
Strategies: estrategias
Process: procesos
Calculating: calcular
In general: en general
Appreciation: apreciación
Apprehension: aprehensión
Combined: combinado
Disposition: disposición
Attention: atención
Distracted: distraído, distraccion
Persist: persistir, persistencia
Regulate: regular
Declarative: declarativo
Conditional: condicional
Exam: examen
Problems: problemas
Study: estudio
¿Cuáles son las palabras en negrita, el titulo, subtitulo, o gráficos que te ayudan a entender el texto?
La ilustración o gráfico.
El titulo: METACOGNITION: Study Strategies, Monitoring, and Motivation
¿De qué trata el texto? Lee el primer párrafo y al último o las últimas ideas del último párrafo.
En general, la metacognición es, pensar sobre el pensamiento. Más en concreto, Taylor (1999) define la metacognición como "una apreciación de lo que ya sabemos, junto con una aprehensión correcta de la tarea de aprendizaje y los conocimientos y destrezas que requiere, junto con la agilidad necesaria para hacer inferencias correctas sobre cómo aplicar un estratégicas de conocimiento a una situación particular, y para hacerlo de manera eficiente y confiable. "
Los estudiantes son más conscientes de sus procesos de pensamiento a medida que aprenden, más se pueden controlar aspectos tales como objetivos, disposiciones y atención. La conciencia de sí mismo promueve la auto-regulación. Si los estudiantes son conscientes de lo comprometido (o su compromiso) se van a alcanzar las metas, de qué tan fuerte (o débil) es su disposición a persistir, y de cómo su atención (o distracción) en su tarea de pensar o escribir, puede regular su compromiso, disposición y atención (Marzano et al., 1988). Por ejemplo, si los estudiantes eran conscientes de la falta de compromiso de escribir un trabajo de investigación largo, se dan cuenta de que estaban postergando, y eran conscientes de que estaban distraídos por caminos más atractivos para pasar el tiempo, entonces podrían tomar medidas para empezar a trabajar en la asignación. Pero hasta que no son conscientes de su postergación y toman el control, haciendo un plan para hacer la tarea, felizmente siguen descuidando la tarea.
Marcadores de Definición presentes en el texto:
for example: por ejemplo….
an example: un ejemplo…..
is among: es uno de los…..
is: es
defines: define
More specifically: mas en concreto
In general, … is: en general,… is
Marcadores de secuencia y orden en el tiempo:
1999
1988
By William Peirce © 2003
A greatly expanded text version of a workshop
presented November 17, 2004, at Prince George's Community College
http://academic.pgcc.edu/~wpeirce/MCCCTR/metacognition.htm">
I. Introduction
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word exam requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
Seleccione un texto que tenga una imagen.
Observe la imagen y conteste las siguientes preguntas;
De acuerdo al titulo y la imagen
¿Cuál cree usted es el tópico que está a punto de leer?
La metacognición como un proceso mental para la adquisición del conocimiento, donde intervienen: el monitoreo sobre la reflexión y el autoaprendizaje; las estrategias empleadas por el estudiante y la motivación.
Luego lea el texto
¿Cuál es la idea general del texto?
En general, la metacognición es pensar sobre el pensamiento. Más en concreto, Taylor (1999) define la metacognición como "una apreciación de lo que ya sabemos, junto con una aprehensión correcta de la tarea de aprendizaje y los conocimientos y destrezas que requiere, junto con la agilidad necesaria para hacer inferencias correctas sobre cómo aplicar una estratégicas de conocimiento a una situación particular, y para hacerlo de manera eficiente y confiable. "
¿Qué palabras se repiten?
Metacognition: metacognición (s) de contenido
Strategies; estrategias (s) de contenido
Metacognitive (adj) knowledge (s): conocimiento metacognitivo. de contenido
knowledge: conocimiento (s) de contenido
procedure: procedimiento (s) de contenido
students: estudiantes (s) de contenido
process: proceso (s), procesar (v) de contenido
¿Qué palabras se parecen al español?
Defines: define
Students: estudiantes
Metacognitive: metacognitivo
Strategies: estrategias
Process: procesos
Calculating: calcular
In general: en general
Appreciation: apreciación
Apprehension: aprehensión
Combined: combinado
Disposition: disposición
Attention: atención
Distracted: distraído, distraccion
Persist: persistir, persistencia
Regulate: regular
Declarative: declarativo
Conditional: condicional
Exam: examen
Problems: problemas
Study: estudio
¿Cuáles son las palabras en negrita, el titulo, subtitulo, o gráficos que te ayudan a entender el texto?
La ilustración o gráfico.
El titulo: METACOGNITION: Study Strategies, Monitoring, and Motivation
¿De qué trata el texto? Lee el primer párrafo y al último o las últimas ideas del último párrafo.
En general, la metacognición es, pensar sobre el pensamiento. Más en concreto, Taylor (1999) define la metacognición como "una apreciación de lo que ya sabemos, junto con una aprehensión correcta de la tarea de aprendizaje y los conocimientos y destrezas que requiere, junto con la agilidad necesaria para hacer inferencias correctas sobre cómo aplicar un estratégicas de conocimiento a una situación particular, y para hacerlo de manera eficiente y confiable. "
Los estudiantes son más conscientes de sus procesos de pensamiento a medida que aprenden, más se pueden controlar aspectos tales como objetivos, disposiciones y atención. La conciencia de sí mismo promueve la auto-regulación. Si los estudiantes son conscientes de lo comprometido (o su compromiso) se van a alcanzar las metas, de qué tan fuerte (o débil) es su disposición a persistir, y de cómo su atención (o distracción) en su tarea de pensar o escribir, puede regular su compromiso, disposición y atención (Marzano et al., 1988). Por ejemplo, si los estudiantes eran conscientes de la falta de compromiso de escribir un trabajo de investigación largo, se dan cuenta de que estaban postergando, y eran conscientes de que estaban distraídos por caminos más atractivos para pasar el tiempo, entonces podrían tomar medidas para empezar a trabajar en la asignación. Pero hasta que no son conscientes de su postergación y toman el control, haciendo un plan para hacer la tarea, felizmente siguen descuidando la tarea.
Marcadores de Definición presentes en el texto:
for example: por ejemplo….
an example: un ejemplo…..
is among: es uno de los…..
is: es
defines: define
More specifically: mas en concreto
In general, … is: en general,… is
Marcadores de secuencia y orden en el tiempo:
1999
1988
domingo, 28 de agosto de 2011
PARES DE FALSOS COGNADOS
PARES DE FALSOS COGNADOS INCLUIDOS EN ESTE DICCIONARIO
ACT vs. acta
ADEQUATE vs. adecuado
ADJUDICATE vs. adjudicar
AFFLUENCE vs. afluencia
AGGREGATE vs. agregado
AGONIZE vs. agonizar
ANTICIPATE vs. anticipar
APPARENT vs. aparente
APT vs. apto
ARTICULATE vs. articular
ASSIDUOUS vs. asiduo
AUDIENCE vs. audiencia
AUDITION vs. audición
BACHELOR vs. bachiller
BALANCE vs. balance
BLAND vs. blando
BRAVE vs. bravo
CANDID vs. cándido
CANDOUR vs. candor
CARAVAN vs. caravana
CARTOON/CARTON vs. cartón
CASKET vs. casquete
CASSEROLE vs. cacerola
CASTOR vs. castor
CASUAL vs. casual
CASUALTY vs. casualidad
CASUISTRY vs. casuística
COLLATERAL vs. colateral
COMMODITY vs. comodidad
COMPASS vs. compás
COMPLEXION vs. complexión
COMPREHENSIVE vs. comprensivo
COMPROMISE vs. compromiso
CONCUR vs. concurrir
CONDEMNATION vs. condenación
CONFECTION vs. confección
CONFORM vs. conformar(se)
CONFOUNDED vs. confundido
CONSISTENT vs. consistente
CONSPICUOUS vs. conspicuo
CONSTRUE vs. construir
CONTEND vs. contender
CORRELATIVE vs. correlativo
CRUDE vs. crudo
DECEPTION vs. decepción
DECREE vs. decreto
DELINQUENT vs. delincuente
DEMONSTRATION vs. demostración
DESTITUTION vs. destitución
DILAPIDATED vs. dilapidado
DISCHARGE vs. descargar
DISGRACE vs. desgracia
DISGUSTED vs. disgustado
DISMAY vs. desmayo
DISSERTATION vs. disertación
DISTRACTED vs. distraído
DIVERTED vs. divertido
EDITOR vs. editor
EDITORIAL vs. editorial
EGREGIOUS vs. egregio
ELABORATE vs. elaborado
ESPY vs. espiar
EVENTUALLY vs. eventualmente
EVICTION vs. evicción
EXECUTION vs. ejecución
EXTENSION vs. extensión
EXTRAVAGANT vs. extravagante
FABRIC vs. fábrica
FABRICATE vs. fabricar
FACILE vs. fácil
FACILITY vs. facilidad
FACULTY vs. facultad
FASTIDIOUS vs. fastidioso
FIGURE vs. figura
FORM vs. forma
FORMIDABLE vs. formidable
FRESH vs. fresco
GENIAL vs. genial
GENTEEL/GENTLE vs. gentil
GRACIOUS/GRACEFUL vs. gracioso
GRAND vs. grande / gran
HUMAN / HUMANE vs. humano
IGNORE vs. ignorar
IMMATERIAL vs. inmaterial
INCONSEQUENTIAL vs. inconsecuente
INFAMOUS vs. infame
INFAMY vs. infamia
IN FRONT OF vs. frente a
INGENUITY vs. ingenuidad
INJURE vs. injuriar
INTEGRAL vs. integral
INTENT vs. intento
INTERN vs. internar
INTERN vs. interno
INTIMATE vs. intimar
INTOXICATE vs. intoxicar(se)
INVIDIOUS vs. envidioso
LABOR vs. labor
LIBRARY vs. librería
LITERATE vs. literato
MATERIAL vs. material
MISERY vs. miseria
OBFUSCATE vs. ofuscar
OSTENSIBLE vs. ostensible
PARSIMONIOUS vs. parsimonioso
PAVEMENT vs. pavimento
PREDICAMENT vs. predicamento
PROCEED vs. proceder
QUALIFICATION vs. calificación
QUOTA vs. cuota
REALIZE vs. realizar
RECONDITE vs. recóndito
REGALIA vs. regalía
REMOVE vs. remover
RENDITION vs. rendición
REPRESENT vs. representar
RESCISSION vs. rescisión
SENSIBLE vs. sensible
SOPHISTICATED vs. sofisticado
SPINE vs. espina
SQUALID vs. escuálido
SYMPATHETIC vs. simpático
SYNDICATE vs. sindicato
TERMINATE vs. terminar
TOPIC vs. tópico
UTILITY vs. utilidad
http://www.avlt.com.ar/archivos/libro/18_falcog5.pdf
ACT vs. acta
ADEQUATE vs. adecuado
ADJUDICATE vs. adjudicar
AFFLUENCE vs. afluencia
AGGREGATE vs. agregado
AGONIZE vs. agonizar
ANTICIPATE vs. anticipar
APPARENT vs. aparente
APT vs. apto
ARTICULATE vs. articular
ASSIDUOUS vs. asiduo
AUDIENCE vs. audiencia
AUDITION vs. audición
BACHELOR vs. bachiller
BALANCE vs. balance
BLAND vs. blando
BRAVE vs. bravo
CANDID vs. cándido
CANDOUR vs. candor
CARAVAN vs. caravana
CARTOON/CARTON vs. cartón
CASKET vs. casquete
CASSEROLE vs. cacerola
CASTOR vs. castor
CASUAL vs. casual
CASUALTY vs. casualidad
CASUISTRY vs. casuística
COLLATERAL vs. colateral
COMMODITY vs. comodidad
COMPASS vs. compás
COMPLEXION vs. complexión
COMPREHENSIVE vs. comprensivo
COMPROMISE vs. compromiso
CONCUR vs. concurrir
CONDEMNATION vs. condenación
CONFECTION vs. confección
CONFORM vs. conformar(se)
CONFOUNDED vs. confundido
CONSISTENT vs. consistente
CONSPICUOUS vs. conspicuo
CONSTRUE vs. construir
CONTEND vs. contender
CORRELATIVE vs. correlativo
CRUDE vs. crudo
DECEPTION vs. decepción
DECREE vs. decreto
DELINQUENT vs. delincuente
DEMONSTRATION vs. demostración
DESTITUTION vs. destitución
DILAPIDATED vs. dilapidado
DISCHARGE vs. descargar
DISGRACE vs. desgracia
DISGUSTED vs. disgustado
DISMAY vs. desmayo
DISSERTATION vs. disertación
DISTRACTED vs. distraído
DIVERTED vs. divertido
EDITOR vs. editor
EDITORIAL vs. editorial
EGREGIOUS vs. egregio
ELABORATE vs. elaborado
ESPY vs. espiar
EVENTUALLY vs. eventualmente
EVICTION vs. evicción
EXECUTION vs. ejecución
EXTENSION vs. extensión
EXTRAVAGANT vs. extravagante
FABRIC vs. fábrica
FABRICATE vs. fabricar
FACILE vs. fácil
FACILITY vs. facilidad
FACULTY vs. facultad
FASTIDIOUS vs. fastidioso
FIGURE vs. figura
FORM vs. forma
FORMIDABLE vs. formidable
FRESH vs. fresco
GENIAL vs. genial
GENTEEL/GENTLE vs. gentil
GRACIOUS/GRACEFUL vs. gracioso
GRAND vs. grande / gran
HUMAN / HUMANE vs. humano
IGNORE vs. ignorar
IMMATERIAL vs. inmaterial
INCONSEQUENTIAL vs. inconsecuente
INFAMOUS vs. infame
INFAMY vs. infamia
IN FRONT OF vs. frente a
INGENUITY vs. ingenuidad
INJURE vs. injuriar
INTEGRAL vs. integral
INTENT vs. intento
INTERN vs. internar
INTERN vs. interno
INTIMATE vs. intimar
INTOXICATE vs. intoxicar(se)
INVIDIOUS vs. envidioso
LABOR vs. labor
LIBRARY vs. librería
LITERATE vs. literato
MATERIAL vs. material
MISERY vs. miseria
OBFUSCATE vs. ofuscar
OSTENSIBLE vs. ostensible
PARSIMONIOUS vs. parsimonioso
PAVEMENT vs. pavimento
PREDICAMENT vs. predicamento
PROCEED vs. proceder
QUALIFICATION vs. calificación
QUOTA vs. cuota
REALIZE vs. realizar
RECONDITE vs. recóndito
REGALIA vs. regalía
REMOVE vs. remover
RENDITION vs. rendición
REPRESENT vs. representar
RESCISSION vs. rescisión
SENSIBLE vs. sensible
SOPHISTICATED vs. sofisticado
SPINE vs. espina
SQUALID vs. escuálido
SYMPATHETIC vs. simpático
SYNDICATE vs. sindicato
TERMINATE vs. terminar
TOPIC vs. tópico
UTILITY vs. utilidad
http://www.avlt.com.ar/archivos/libro/18_falcog5.pdf
sábado, 27 de agosto de 2011
TALLER DE LA UNIDAD I Y II
Saturday, August 27, 2011
Taller Unidades 1 y 2
A. Categorías lexicales y uso del diccionario.
1. Selecciona un texto relacionado con tu área de interés.
• Identifica 3 palabras que no conoces. Búscalas en el diccionario, escribe su significado en español. Agrega las abreviaciones. Indicar que tipo de palabra es (contenido- función)
METACOGNITIVE STRATEGY TEACHING IN
THE ESL ORAL CLASSROOM
RIPPLE EFFECT ON NON-TARGET STRATEGY USE
Wendy Y. K. Lam, The Hong Kong Institute of Education
Wendy Lam is an Associate Professor at the Hong Kong Institute of Education.
Her teaching and research interests are in second-language learner strategies,
metacognition, second-language oral communication and study abroad. She has
published in these areas in international refereed journals.
Correspondence to Wendy Y. K. Lam: wlam@ied.edu.hk
While strategy instruction research generally focuses on the effect
METACOGNITIVE STRATEGIES
According to O’Malley and Chamot (1990), metacognitive strategies are 'higher order
executive skills that may entail planning for, monitoring or evaluating the success of a learning activity’ (p.44). Cohen (1998, p. 7) espouses that metacognitive strategies ‘deal with pre-assessment and pre-planning, on-line planning and evaluation, and post-evaluation of language learning activities’. Putting these together, metacognitive strategies are defined as thoughts or behaviours consciously employed by the learner to think about the learning task, plan for the task, monitor the task, and evaluate how well he/she has completed the task.
The present study proposes seven metacognitive strategies for teaching. The first four strategies might be beneficial to task completion and performance in second language (L2) oral communication; they include ‘Problem identification’, ‘Planning content’, ‘Planning language’, and ‘Evaluation’. First, ‘Problem identification’ aims to facilitate the global planning of an L2 oral communication task by enabling the learner to assess the purpose and expected outcome of the task (Wenden 1998). Next, the learners try out ‘Planning content’ and ‘Planning language’ to prepare respectively for ideas and for language needed for the task. Ellis (2005) regards planning for content and planning for language as strategic planning believed to be beneficial to task performance. ‘Evaluation’ is also targeted for teaching as it may promote reflection after the L2 task is completed (Rubin 2005).
The next three strategies are derived from Macaro’s (2006).
Palabras nuevas:
regards: considerar (v)
might: (v) podría (n)poder
proposes: (v) proponer
2. Idea principal del texto (en español). Explique que dice el texto en sus propias palabras.
Este estudio propone siete estrategias metacognitivas para la enseñanza.
Segun O’Malley and Chamot (1990), las estrategias metacognitivas son de "destrezas ejecutivas de orden superior para la planificacion en la instruccion y evaluacion de sucesos de una actividad de aprendizaje" (p.44). Cohen (1998, p. 7) expone que en las estrategias metacognitivas debe "Ocuparse de pre-evaluación y planificación previa, en línea de planificación y evaluación, y después realizar actividades para la evaluación del aprendizaje de idiomas". Para poner estas juntas, las estrategias metacognitivas se definen como pensamientos o comportamientos conscientemente empleados por el alumno al pensar en la tarea de aprendizaje, el plan para la tarea, supervisar la tarea, y evaluar qué tan bien él o ella ha completado esta tarea.
El presente estudio propone siete estrategias metacognitivas para la enseñamza. Las primeras cuatro estrategias pueden ser beneficiosas para terminar la tarea y el rendimiento de la comunicacion oral en el segundo idioma (L2); estas incluyen "problemas de identificacion", "contenido", " Planificación dellenguaje", y "Evaluación". En primer lugar, "identificación del problema", tiene por objetivo facilitar la planificación global de la tarea sobre comunicación oral del segundo lenguaje al permitir al alumno evaluar los efectos y resultados esperados de la tarea (Wenden 1998). Luego, los alumnos tratan de "Planificar el contenido" y "organizar las ideas y el lenguaje necesario para la tarea. Ellis (2005) refiriendose a la planificación del contenido y la planificación de la lengua como la planificación estratégica cree que sería beneficioso para el desempeño del trabajo. "La Evaluación" también está orientada a la docencia ya que puede propiciar la reflexión cuando la tarea se ha completado (Rubin 2005). Las próximos tres estrategias se derivan de Macaro (2006)
3. Categorías lexicales: (2 ejemplos por categoría)
Palabras de contenido: strategies (s): estrategias, proposes: (v) propone
Palabras de Función: to (prp) para, and (prp) y
Verbos: to prepare: disponer, to be: ser o estar, en el texto significado "es"
Adverbio: consciously: conscientemente, for: por, out: fuera
Adjetivo: also: también, these: estos. También demostrativo
Artículo: The: el, a: un, una
Preposiciones: Of: de, with: con, in: en, dentro de
Conjunción: And: y, as: como (comparaciòn) , cuando
Cognados verdaderos: Problem: problema, language: lenguaje, idioma
Cognados Falsos: monitor: (s) instructor
Sufijo: evaluating,respectively
Prefijos: no se evidencian
B. Estructura de la oración:
1. Seleccione dos oraciones de un texto relacionado con su experticia. (Incluya referencia)
a- The present study proposes seven metacognitive strategies for teaching.
Frase nominal: The present study
Núcleo de la frase nominal: study
Pre modificadores: The present
Post modificadores: no posee
Frase verbal: proposes seven metacognitive strategies for teaching.
Núcleo de la frase verbal: proposes
Tiempo verbal: presente
b- ‘Evaluation’ is also targeted for teaching as it may promote reflection after the L2 task is completed.
Frase nominal: ‘Evaluation’
Núcleo de la frase nominal: ‘Evaluation’
Pre modificadores: no posee
Post modificadores: no posee
Frase verbal: is also targeted for teaching as it may promote reflection after the L2 task is completed.
Núcleo de la frase verbal: is also targeted
Tiempo verbal: presente tercera persona singular. Voz pasiva en la frase : ¨is also targeted"
2. señales algunos referentes presentes en su texto
Pronombres demostrativos that (s),These (pl)
Pronombres personales She (ella), he (el)
Conectores: and, as,
plan for the task, monitor the task, and evaluate how well he/she has completed the task.
Taller Unidades 1 y 2
A. Categorías lexicales y uso del diccionario.
1. Selecciona un texto relacionado con tu área de interés.
• Identifica 3 palabras que no conoces. Búscalas en el diccionario, escribe su significado en español. Agrega las abreviaciones. Indicar que tipo de palabra es (contenido- función)
METACOGNITIVE STRATEGY TEACHING IN
THE ESL ORAL CLASSROOM
RIPPLE EFFECT ON NON-TARGET STRATEGY USE
Wendy Y. K. Lam, The Hong Kong Institute of Education
Wendy Lam is an Associate Professor at the Hong Kong Institute of Education.
Her teaching and research interests are in second-language learner strategies,
metacognition, second-language oral communication and study abroad. She has
published in these areas in international refereed journals.
Correspondence to Wendy Y. K. Lam: wlam@ied.edu.hk
While strategy instruction research generally focuses on the effect
METACOGNITIVE STRATEGIES
According to O’Malley and Chamot (1990), metacognitive strategies are 'higher order
executive skills that may entail planning for, monitoring or evaluating the success of a learning activity’ (p.44). Cohen (1998, p. 7) espouses that metacognitive strategies ‘deal with pre-assessment and pre-planning, on-line planning and evaluation, and post-evaluation of language learning activities’. Putting these together, metacognitive strategies are defined as thoughts or behaviours consciously employed by the learner to think about the learning task, plan for the task, monitor the task, and evaluate how well he/she has completed the task.
The present study proposes seven metacognitive strategies for teaching. The first four strategies might be beneficial to task completion and performance in second language (L2) oral communication; they include ‘Problem identification’, ‘Planning content’, ‘Planning language’, and ‘Evaluation’. First, ‘Problem identification’ aims to facilitate the global planning of an L2 oral communication task by enabling the learner to assess the purpose and expected outcome of the task (Wenden 1998). Next, the learners try out ‘Planning content’ and ‘Planning language’ to prepare respectively for ideas and for language needed for the task. Ellis (2005) regards planning for content and planning for language as strategic planning believed to be beneficial to task performance. ‘Evaluation’ is also targeted for teaching as it may promote reflection after the L2 task is completed (Rubin 2005).
The next three strategies are derived from Macaro’s (2006).
Palabras nuevas:
regards: considerar (v)
might: (v) podría (n)poder
proposes: (v) proponer
2. Idea principal del texto (en español). Explique que dice el texto en sus propias palabras.
Este estudio propone siete estrategias metacognitivas para la enseñanza.
Segun O’Malley and Chamot (1990), las estrategias metacognitivas son de "destrezas ejecutivas de orden superior para la planificacion en la instruccion y evaluacion de sucesos de una actividad de aprendizaje" (p.44). Cohen (1998, p. 7) expone que en las estrategias metacognitivas debe "Ocuparse de pre-evaluación y planificación previa, en línea de planificación y evaluación, y después realizar actividades para la evaluación del aprendizaje de idiomas". Para poner estas juntas, las estrategias metacognitivas se definen como pensamientos o comportamientos conscientemente empleados por el alumno al pensar en la tarea de aprendizaje, el plan para la tarea, supervisar la tarea, y evaluar qué tan bien él o ella ha completado esta tarea.
El presente estudio propone siete estrategias metacognitivas para la enseñamza. Las primeras cuatro estrategias pueden ser beneficiosas para terminar la tarea y el rendimiento de la comunicacion oral en el segundo idioma (L2); estas incluyen "problemas de identificacion", "contenido", " Planificación dellenguaje", y "Evaluación". En primer lugar, "identificación del problema", tiene por objetivo facilitar la planificación global de la tarea sobre comunicación oral del segundo lenguaje al permitir al alumno evaluar los efectos y resultados esperados de la tarea (Wenden 1998). Luego, los alumnos tratan de "Planificar el contenido" y "organizar las ideas y el lenguaje necesario para la tarea. Ellis (2005) refiriendose a la planificación del contenido y la planificación de la lengua como la planificación estratégica cree que sería beneficioso para el desempeño del trabajo. "La Evaluación" también está orientada a la docencia ya que puede propiciar la reflexión cuando la tarea se ha completado (Rubin 2005). Las próximos tres estrategias se derivan de Macaro (2006)
3. Categorías lexicales: (2 ejemplos por categoría)
Palabras de contenido: strategies (s): estrategias, proposes: (v) propone
Palabras de Función: to (prp) para, and (prp) y
Verbos: to prepare: disponer, to be: ser o estar, en el texto significado "es"
Adverbio: consciously: conscientemente, for: por, out: fuera
Adjetivo: also: también, these: estos. También demostrativo
Artículo: The: el, a: un, una
Preposiciones: Of: de, with: con, in: en, dentro de
Conjunción: And: y, as: como (comparaciòn) , cuando
Cognados verdaderos: Problem: problema, language: lenguaje, idioma
Cognados Falsos: monitor: (s) instructor
Sufijo: evaluating,respectively
Prefijos: no se evidencian
B. Estructura de la oración:
1. Seleccione dos oraciones de un texto relacionado con su experticia. (Incluya referencia)
a- The present study proposes seven metacognitive strategies for teaching.
Frase nominal: The present study
Núcleo de la frase nominal: study
Pre modificadores: The present
Post modificadores: no posee
Frase verbal: proposes seven metacognitive strategies for teaching.
Núcleo de la frase verbal: proposes
Tiempo verbal: presente
b- ‘Evaluation’ is also targeted for teaching as it may promote reflection after the L2 task is completed.
Frase nominal: ‘Evaluation’
Núcleo de la frase nominal: ‘Evaluation’
Pre modificadores: no posee
Post modificadores: no posee
Frase verbal: is also targeted for teaching as it may promote reflection after the L2 task is completed.
Núcleo de la frase verbal: is also targeted
Tiempo verbal: presente tercera persona singular. Voz pasiva en la frase : ¨is also targeted"
2. señales algunos referentes presentes en su texto
Pronombres demostrativos that (s),These (pl)
Pronombres personales She (ella), he (el)
Conectores: and, as,
plan for the task, monitor the task, and evaluate how well he/she has completed the task.
EJERCICIO UNIDAD II
1.- Selecciona un texto en ingles relacionado con tu campo de experticia. (Uno o dos párrafos)
THE EFFECT OF METACOGNITIVE STRATEGY TRAINING ON THE
LISTENING PERFORMANCE OF BEGINNER STUDENTS
Abdullah COŞKUN*
Background to the Study
It is common knowledge that listening in English is an active skill requiring listeners to deal
with a variety of complicated tasks, such as discriminating between sounds and interpreting
stress and intonation. It is also known that listeners use a variety of mental processes to give
meaning to the information they listen to. These mental processes that listeners use to
understand spoken English can be broadly described as listening comprehension strategies. As
indicated by Cohen (2000), many researchers in the field of second and foreign language (L2)
listening agree on the idea that listeners often do not handle listening tasks in an effective way
utilizing these strategies. There seems to be a common feeling among L2 listening researchers
that listening should be approached as a skill requiring strategy use and teaching students how
to use these strategies leads to improvement in their listening ability.
For a better understanding of listening strategies, especially metacognitive ones, it is
necessary to explain and categorize language learning strategies first. In this study, learning
strategies are “behaviors or actions which learners use to make language learning more
successful, self-directed, and enjoyable” (Oxford: 1989, p. 235) and they can be categorized
under three main groups as listed below (O'Malley et al., 1985, p. 582-584):
1.cognitive strategies (e.g. repeating, translation, grouping, note taking, deducting, imagery,
auditory representation, key word, contextualization, elaboration, transfer)
2. metacognitive strategies (e.g. planning for learning, thinking about the learning process as
it is taking place, monitoring of one's production or comprehension, and evaluating learning
after an activity is completed)
3. socioaffective strategies(e.g. social-mediating activity and transacting with others)
2.- Escribe cual es la idea principal del texto y escribe con tus propias palabras que dice el texto en español.
Idea Principal
La escucha en inglés es una habilidad activa que requiere para hacer frente a los oyentes con una variedad de tareas complejas, que permiten discriminar entre los sonidos y la interpretación acento y la entonación y según (O'Malley et al, 1985, p. 582-584.), pueden ser categorizados en tres grupos principales que figuran a continuación: Cognitivas, metacognitivas y socioafectivas.
Lo que dice el texto en español
El efecto del entrenamiento METACOGNITIVO COMO ESTRATEGIA EN EL
RENDIMIENTO DE ESCUCHAR de estudiantes principiantes
Abdullah Coskun *
Antecedentes del estudio
Es de conocimiento común que la escucha en inglés es una actividad donde se requiere la realización de una variedad de tareas complicadas, semejantes y discriminativas entre el sonido, la interpretación y la entonación. También es conocido que quienes escuchan emplean una variedad de procesos mentales para proporcionar significados a la información que escuchan. Este proceso mental que emplean quienes escuchan en la comprensión del inglés hablado puede describirse ampliamente como estrategias de comprensión auditiva. Según lo indicado por Cohen (2000), muchos investigadores en el estudio de una segunda lengua y un lenguaje extranjero (L2) señalan que se suele tener la idea de que los oyentes no manejan las tareas de escucha de una manera efectiva con la utilización de estas estrategias. Esto aparentemente, entre otros aspectos, es un sentimiento común entre los escuchas que debe adecuar las destrezas en el uso de las estrategias que los docentes utilizan, estas estrategias conducen al mejoramiento de las habilidades de escucha. Para mejorar el entendimiento de las estrategias auditivas, especialmente de aquellas metacognitivas, es necesario desarrollar y categorizar primeramente las estrategias para el aprendizaje del lenguaje. En este estudio, el aprendizaje de las estrategias son "comportamientos o acciones que los estudiantes utilizan el lenguaje para hacer un aprendizaje más exitoso, auto-dirigido, y agradable "(Oxford, 1989, p. 235) y pueden ser categorizados en tres grupos principales que figuran a continuación (O'Malley et al, 1985, p. 582-584.)
1. estrategias cognitivas (por ejemplo, repetir, la traducción, la agrupación, tomando nota menos, en las imágenes, representación auditiva, palabra clave, la contextualización, la elaboración, la transferencia)
2. estrategias metacognitivas (por ejemplo, planificación para el aprendizaje, el pensamiento sobre el proceso de aprendizaje como se está llevando a cabo, el control de su producción o la comprensión y la evaluación del aprendizaje después de una actividad se ha completado)
3. estrategias socioafectivas (por ejemplo, la mediación social y la actividad de transacciones con otros)
3.- Selecciona tres oraciones e indica:
a- In this study, learning strategies are “behaviors or actions which learners use to make language learning more successful, self-directed, and enjoyable”
Frase nominal In this study, learning strategies
pre modificadores In this
post modificadores learning strategies
núcleo study
Frase verbal compleja: are “behaviors or actions which learners use to make language learning more successful, self-directed, and enjoyable”
Núcleo are
Tiempo verbal de la oración Presente simple
b- These mental processes that listeners use to understand spoken English can be broadly described as listening comprehension strategies.
Frase nominal These mental processes that listeners use
pre modificadores These
post modificadores that listeners use
núcleo mental processes
Frase verbal compleja: to understand spoken English can be broadly described as listening comprehension strategies.
Núcleo to understand
Tiempo verbal de la oración presente (infinitivo) verbo entender
c- It is also known that listeners use a variety of mental processes to give meaning to the information they listen to.
Frase nominal It is also known that listeners
pre modificadores It is also known that
post modificadores no posee
núcleo listeners
Frase verbal compleja: use a variety of mental processes to give meaning to the information they listen to.
Núcleo use
Tiempo verbal de la oración presente
4.- Busca 2 ejemplos de elementos referenciales
Pronombres demostrativos that (s),These (pl) There (Adv de lugar)
Pronombres personales It (elemento singular) they
Conectores and, as,
THE EFFECT OF METACOGNITIVE STRATEGY TRAINING ON THE
LISTENING PERFORMANCE OF BEGINNER STUDENTS
Abdullah COŞKUN*
Background to the Study
It is common knowledge that listening in English is an active skill requiring listeners to deal
with a variety of complicated tasks, such as discriminating between sounds and interpreting
stress and intonation. It is also known that listeners use a variety of mental processes to give
meaning to the information they listen to. These mental processes that listeners use to
understand spoken English can be broadly described as listening comprehension strategies. As
indicated by Cohen (2000), many researchers in the field of second and foreign language (L2)
listening agree on the idea that listeners often do not handle listening tasks in an effective way
utilizing these strategies. There seems to be a common feeling among L2 listening researchers
that listening should be approached as a skill requiring strategy use and teaching students how
to use these strategies leads to improvement in their listening ability.
For a better understanding of listening strategies, especially metacognitive ones, it is
necessary to explain and categorize language learning strategies first. In this study, learning
strategies are “behaviors or actions which learners use to make language learning more
successful, self-directed, and enjoyable” (Oxford: 1989, p. 235) and they can be categorized
under three main groups as listed below (O'Malley et al., 1985, p. 582-584):
1.cognitive strategies (e.g. repeating, translation, grouping, note taking, deducting, imagery,
auditory representation, key word, contextualization, elaboration, transfer)
2. metacognitive strategies (e.g. planning for learning, thinking about the learning process as
it is taking place, monitoring of one's production or comprehension, and evaluating learning
after an activity is completed)
3. socioaffective strategies(e.g. social-mediating activity and transacting with others)
2.- Escribe cual es la idea principal del texto y escribe con tus propias palabras que dice el texto en español.
Idea Principal
La escucha en inglés es una habilidad activa que requiere para hacer frente a los oyentes con una variedad de tareas complejas, que permiten discriminar entre los sonidos y la interpretación acento y la entonación y según (O'Malley et al, 1985, p. 582-584.), pueden ser categorizados en tres grupos principales que figuran a continuación: Cognitivas, metacognitivas y socioafectivas.
Lo que dice el texto en español
El efecto del entrenamiento METACOGNITIVO COMO ESTRATEGIA EN EL
RENDIMIENTO DE ESCUCHAR de estudiantes principiantes
Abdullah Coskun *
Antecedentes del estudio
Es de conocimiento común que la escucha en inglés es una actividad donde se requiere la realización de una variedad de tareas complicadas, semejantes y discriminativas entre el sonido, la interpretación y la entonación. También es conocido que quienes escuchan emplean una variedad de procesos mentales para proporcionar significados a la información que escuchan. Este proceso mental que emplean quienes escuchan en la comprensión del inglés hablado puede describirse ampliamente como estrategias de comprensión auditiva. Según lo indicado por Cohen (2000), muchos investigadores en el estudio de una segunda lengua y un lenguaje extranjero (L2) señalan que se suele tener la idea de que los oyentes no manejan las tareas de escucha de una manera efectiva con la utilización de estas estrategias. Esto aparentemente, entre otros aspectos, es un sentimiento común entre los escuchas que debe adecuar las destrezas en el uso de las estrategias que los docentes utilizan, estas estrategias conducen al mejoramiento de las habilidades de escucha. Para mejorar el entendimiento de las estrategias auditivas, especialmente de aquellas metacognitivas, es necesario desarrollar y categorizar primeramente las estrategias para el aprendizaje del lenguaje. En este estudio, el aprendizaje de las estrategias son "comportamientos o acciones que los estudiantes utilizan el lenguaje para hacer un aprendizaje más exitoso, auto-dirigido, y agradable "(Oxford, 1989, p. 235) y pueden ser categorizados en tres grupos principales que figuran a continuación (O'Malley et al, 1985, p. 582-584.)
1. estrategias cognitivas (por ejemplo, repetir, la traducción, la agrupación, tomando nota menos, en las imágenes, representación auditiva, palabra clave, la contextualización, la elaboración, la transferencia)
2. estrategias metacognitivas (por ejemplo, planificación para el aprendizaje, el pensamiento sobre el proceso de aprendizaje como se está llevando a cabo, el control de su producción o la comprensión y la evaluación del aprendizaje después de una actividad se ha completado)
3. estrategias socioafectivas (por ejemplo, la mediación social y la actividad de transacciones con otros)
3.- Selecciona tres oraciones e indica:
a- In this study, learning strategies are “behaviors or actions which learners use to make language learning more successful, self-directed, and enjoyable”
Frase nominal In this study, learning strategies
pre modificadores In this
post modificadores learning strategies
núcleo study
Frase verbal compleja: are “behaviors or actions which learners use to make language learning more successful, self-directed, and enjoyable”
Núcleo are
Tiempo verbal de la oración Presente simple
b- These mental processes that listeners use to understand spoken English can be broadly described as listening comprehension strategies.
Frase nominal These mental processes that listeners use
pre modificadores These
post modificadores that listeners use
núcleo mental processes
Frase verbal compleja: to understand spoken English can be broadly described as listening comprehension strategies.
Núcleo to understand
Tiempo verbal de la oración presente (infinitivo) verbo entender
c- It is also known that listeners use a variety of mental processes to give meaning to the information they listen to.
Frase nominal It is also known that listeners
pre modificadores It is also known that
post modificadores no posee
núcleo listeners
Frase verbal compleja: use a variety of mental processes to give meaning to the information they listen to.
Núcleo use
Tiempo verbal de la oración presente
4.- Busca 2 ejemplos de elementos referenciales
Pronombres demostrativos that (s),These (pl) There (Adv de lugar)
Pronombres personales It (elemento singular) they
Conectores and, as,
viernes, 26 de agosto de 2011
EJERCICIO UNIDAD I
METACOGNITION: STUDY STRATEGIES, MONITORING, AND MOTIVATION
BY WILLIAM PEIRCE © 2003
A GREATLY EXPANDED TEXT VERSION OF A WORKSHOP
PRESENTED NOVEMBER 17, 2004, AT PRINCE GEORGE'S COMMUNITY COLLEGE
1. Selecciona un texto en inglés relacionado con tu campo de experticia. (Uno o dos párrafos)
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
2. Lee tu texto y subraya 5 palabras nuevas.
3. Busca en el diccionario y escribe el significado que mejor se adapte al contexto donde se encuentra.
4. Señala: abreviaciones.
5. Indica si la palabra es de contenido o de función.
Palabras nuevas:
Knowledge: (sust.) conocimiento, palabra de contenido.
Furthermore: (adv) además, palabra de contenido.
Chapter: (sust.) capìtulo, palabra de contenido.
Among: (prp) entre (mas de dos cosas) palabra de función.
Awareness: (sust) conciencia, palabra de contenido.
6. Busca y subraya dos ejemplos para cada una de las siguientes categorías lexicales:
Palabras de contenido:
Sustantivos:
Study: despacho {m, s}
Students : estudiantes {m/f pl} [educ.]
Reading: lectura {f, s}
Awareness: conciencia
Adjetivos:
Learned: sabio {m, s}
Analyzing: Aplicado {m, s}
Useful: práctico, útil
Adverbios:
Actually: en efecto
Explicitly: explícitamente
Critically: críticamente
All: todo
Verbos:
To apply: aplicar
to know: saber
to recognize (vt) homologar,aceptar,reconocer
Palabras de función:
Conjunciones:
As: como
And: y
Preposiciones:
Of: de
About: alrededor de,acerca de
Among: entre (más de dos cosas)
Artículos:
A: un - una
The: la, el, los, las
Demostrativos
That: ese, esa, eso, aquel, aquella, aquello
This: este, esta, esto
Otras:
Prefijo: no encontré
Sufijo:
Useful: práctico, útil
Actually: en efecto
Explicitly: explícitamente
Critically: críticamente
Cognados falsos:
Monitor (sust.) instructor
Content: contenido
Cognados verdaderos:
Example: ejemplo
Arguments: argumentos
7. Escribe cual es la idea principal del texto y escribe con tus propias palabras que dice el texto en español.
Idea Principal
Se señala en el texto que para incrementar sus habilidades metacognitivas, los estudiantes deben poseer y tener en cuenta tres tipos de conocimiento del contenido: declarativo, procedimental y condicional.
Lo que dice el texto en español
II. Metacognición y tres tipos de conocimiento
Para incrementar sus habilidades metacognitivas, los estudiantes deben poseer y tener en cuenta tres tipos de conocimiento del contenido: declarativo, procedimental y condicional. El conocimiento declarativo es la información sobre los hechos que se sabe, puede ser declarado-hablado o escrito. Un ejemplo es saber la fórmula para calcular el impulso de una clase de física (fuerza = masa por velocidad). El conocimiento procedimental es el conocimiento de cómo hacer algo, de cómo llevar a cabo los pasos de un proceso, por ejemplo, conocer la masa de un objeto y su tasa de velocidad y la forma de hacer el cálculo. El conocimiento condicional es aquel que se relaciona con cuándo utilizar un procedimiento, habilidad o estrategia, y cuando no utilizarlo. ¿Por qué un procedimiento que funciona y en qué condiciones y qué procedimiento es mejor que otro?. Por ejemplo, los estudiantes tienen que reconocer que un problema de la palabra examen requiere el cálculo del momento como parte de su solución.
Esta noción de tres tipos de conocimiento se aplica a las estrategias de aprendizaje, así como el contenido del curso. Cuando estudian, los estudiantes necesitan el conocimiento declarativo (1) que todas las tareas de lectura no son iguales, por ejemplo, que un capítulo de libro de historia con información sobre los hechos difiere de un documento histórico principal, que es diferente de la interpretación de un artículo o el análisis de ese documento. Ellos necesitan saber que los cuentos y novelas difieren de los argumentos. Además tienen que saber que hay diferentes tipos de toma de notas estrategias útiles para anotar los diferentes tipos de textos. Y (2) los estudiantes necesitan saber cómo escribir en realidad distintos tipos de notas (conocimiento procedimental), y (3) lo que necesitan saber cuándo se deben aplicar este tipo de notas cuando estudian (conocimiento condicional). El conocimiento de las estrategias de estudio es uno de los tipos de conocimiento metacognitivo, y también requiere el conocimiento de los tres tipos de conocimiento.
BY WILLIAM PEIRCE © 2003
A GREATLY EXPANDED TEXT VERSION OF A WORKSHOP
PRESENTED NOVEMBER 17, 2004, AT PRINCE GEORGE'S COMMUNITY COLLEGE
1. Selecciona un texto en inglés relacionado con tu campo de experticia. (Uno o dos párrafos)
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
2. Lee tu texto y subraya 5 palabras nuevas.
3. Busca en el diccionario y escribe el significado que mejor se adapte al contexto donde se encuentra.
4. Señala: abreviaciones.
5. Indica si la palabra es de contenido o de función.
Palabras nuevas:
Knowledge: (sust.) conocimiento, palabra de contenido.
Furthermore: (adv) además, palabra de contenido.
Chapter: (sust.) capìtulo, palabra de contenido.
Among: (prp) entre (mas de dos cosas) palabra de función.
Awareness: (sust) conciencia, palabra de contenido.
6. Busca y subraya dos ejemplos para cada una de las siguientes categorías lexicales:
Palabras de contenido:
Sustantivos:
Study: despacho {m, s}
Students : estudiantes {m/f pl} [educ.]
Reading: lectura {f, s}
Awareness: conciencia
Adjetivos:
Learned: sabio {m, s}
Analyzing: Aplicado {m, s}
Useful: práctico, útil
Adverbios:
Actually: en efecto
Explicitly: explícitamente
Critically: críticamente
All: todo
Verbos:
To apply: aplicar
to know: saber
to recognize (vt) homologar,aceptar,reconocer
Palabras de función:
Conjunciones:
As: como
And: y
Preposiciones:
Of: de
About: alrededor de,acerca de
Among: entre (más de dos cosas)
Artículos:
A: un - una
The: la, el, los, las
Demostrativos
That: ese, esa, eso, aquel, aquella, aquello
This: este, esta, esto
Otras:
Prefijo: no encontré
Sufijo:
Useful: práctico, útil
Actually: en efecto
Explicitly: explícitamente
Critically: críticamente
Cognados falsos:
Monitor (sust.) instructor
Content: contenido
Cognados verdaderos:
Example: ejemplo
Arguments: argumentos
7. Escribe cual es la idea principal del texto y escribe con tus propias palabras que dice el texto en español.
Idea Principal
Se señala en el texto que para incrementar sus habilidades metacognitivas, los estudiantes deben poseer y tener en cuenta tres tipos de conocimiento del contenido: declarativo, procedimental y condicional.
Lo que dice el texto en español
II. Metacognición y tres tipos de conocimiento
Para incrementar sus habilidades metacognitivas, los estudiantes deben poseer y tener en cuenta tres tipos de conocimiento del contenido: declarativo, procedimental y condicional. El conocimiento declarativo es la información sobre los hechos que se sabe, puede ser declarado-hablado o escrito. Un ejemplo es saber la fórmula para calcular el impulso de una clase de física (fuerza = masa por velocidad). El conocimiento procedimental es el conocimiento de cómo hacer algo, de cómo llevar a cabo los pasos de un proceso, por ejemplo, conocer la masa de un objeto y su tasa de velocidad y la forma de hacer el cálculo. El conocimiento condicional es aquel que se relaciona con cuándo utilizar un procedimiento, habilidad o estrategia, y cuando no utilizarlo. ¿Por qué un procedimiento que funciona y en qué condiciones y qué procedimiento es mejor que otro?. Por ejemplo, los estudiantes tienen que reconocer que un problema de la palabra examen requiere el cálculo del momento como parte de su solución.
Esta noción de tres tipos de conocimiento se aplica a las estrategias de aprendizaje, así como el contenido del curso. Cuando estudian, los estudiantes necesitan el conocimiento declarativo (1) que todas las tareas de lectura no son iguales, por ejemplo, que un capítulo de libro de historia con información sobre los hechos difiere de un documento histórico principal, que es diferente de la interpretación de un artículo o el análisis de ese documento. Ellos necesitan saber que los cuentos y novelas difieren de los argumentos. Además tienen que saber que hay diferentes tipos de toma de notas estrategias útiles para anotar los diferentes tipos de textos. Y (2) los estudiantes necesitan saber cómo escribir en realidad distintos tipos de notas (conocimiento procedimental), y (3) lo que necesitan saber cuándo se deben aplicar este tipo de notas cuando estudian (conocimiento condicional). El conocimiento de las estrategias de estudio es uno de los tipos de conocimiento metacognitivo, y también requiere el conocimiento de los tres tipos de conocimiento.
jueves, 25 de agosto de 2011
METACOGNITION: Study Strategies, Monitoring, and Motivation
METACOGNITION: Study Strategies, Monitoring, and Motivation
By William Peirce © 2003
A greatly expanded text version of a workshop
presented November 17, 2004, at Prince George's Community College
The main points of the presentation are:
Instructors should explicitly teach the reading, note-taking, and study strategies that will be effective in their courses.
Instructors should teach students how to monitor and self-assess their use of study strategies.
Outline
I. Introduction
II. Metacognition and Three Types of Knowledge
III. Metacognition and Study Strategies
IV. Monitoring Problems with Learning
V. Metacognition and Motivation
VI. Metacognition and At-Risk Students
VII. Five Generalizations from a Review of the Literature of Study Strategies
VIII. What Instructors Can Do to Help Students
A.Some Sample Metacognitive Strategies
B.Strategies for Instructors to Use in Teaching Textbook Reading
C.Strategies for Students to Use for Textbook Reading
D.Sample Reflective Topics for Self-Monitoring and Self-Assessment
IX. References
I. Introduction
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
III. Metacognition and Study Strategies
Research shows that explicitly teaching study strategies in content courses improves learning. (Commander & Valeri-Gold, 2001; Ramp & Guffey, 1999; Chiang, 1998; El-Hindi, 1997; McKeachie, 1988). Research also shows that few instructors explicitly teach study strategies; they seem to assume that students have already learned them in high school—but they haven’t. (McKeachie, 1988). Rote memorization is the usual learning strategy—and often the only strategy—employed by high school students when they go to college (Nist, 1993).
Study strategies are diverse and don’t work in every context. For example, reading for information acquisition won’t work in a literature course and won’t work if students are supposed to critically evaluate an article. But students who have learned only the strategy of reading to pass a quiz on the information will not go beyond this strategy. Study strategies don’t necessarily transfer into other domains. Students need to know they have choices about which strategies to employ in different contexts. And students who learn study skills in one course need to apply study strategies in other contexts than where they first learned it.
Students need to monitor their application of study strategies. Metacognitive awareness of their learning processes is as important as their monitoring of their learning of the course content. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.
IV. Monitoring Problems with Learning
When students monitor their learning, they can become aware of potential problems. Nickerson, Perkins, and Smith (1985) in The Teaching of Thinking have categorized several types of problems with learning.
A. Problems with Process; Making errors in encoding, operations, and goals:
1.Errors in Encoding
Missing important data or not separating relevant from irrelevant data. For example, some literature students will base their interpretation of a poem on just the first stanza.
2.Errors in Operations
Failing to select the right subskills to apply. For example, when proofreading, some students will just read to see if it sounds right, rather than making separatepasses that check for fragments, subject-verb misagreement, and other errors they have learned from experience they are likely to make.
Failing to divide a task into subparts. For example, some math students will jump right to what they think is the final calculation to get the desired answer.
3. Errors in Goal Seeking
Misrepresenting the task. For example, students in a speech communication class instead of doing the assigned task of analyzing and classifying group communication strategies used in their group discussions will just write a narrative of who said what.
Not understanding the criteria to apply. For example, when asked to evaluate the support provided for the major claim of an article, students will explain why they liked the article rather than apply appropriate evaluative criteria.
B. Problems with Cognitive Load
Too many subskills necessary to do a task. For example, some students might have not yet learned how to carry out all the steps in a complex nursing procedure.
Not enough automatic, internalized subskills. For example, students in an argument and persuasion class might have to check their notes on how to analyze persuasive strategies because they have not internalized the procedure.
C. Problems with Abilities
Lacking the level of needed mental abilities. For example, students are asked to think abstractly about general concepts and issues, but they can only think concretely about specific situations.
A good way to discover what kind of errors students are making in their thinking processes is to get them to unpack their thinking, to tell you step by step how they are going about the task. By listening to how they are doing the cognitive task, an instructor can detect where the student is going wrong. Asking students to describe their thinking processes also develops their metacognitive abilities—a very necessary skill to improve thinking.
V. Metacognition and Motivation
Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998) (Click here for a review and summary of Creating Learning Centered Classrooms by Stage et al.)
VI. Metacognition and At-Risk Students
The last two decades have seen a great deal of research directed towards improving the academic success of at-risk students. As McKeachie (1988) explains, the problems are
Students “enter the higher levels of education with . . . strategies that handicap them in achieving success.” (p. 5)
“[N]either home backgrounds nor schools have helped young adults become aware of alternative ways of approaching learning situations, and of options other than increasing or decreasing one’s effort as one approaches different learning situations” (p. 5)
Teachers give plenty of feedback about the correctness of learning outcomes but not about how to achieve these outcomes.
The use of learning strategies is linked to motivation. When students fail, they tend to assign the cause to something stable and unchangeable—low innate ability—rather than to something they have the ability to change—employing different, more effective, learning strategies.
VII. Five Generalizations from a Review of the Literature of Study Strategies
Simpson and Nist (2000) have conducted a review of the literature on strategic learning in the last 20 years and summarize it in five generalizations:
1. Understanding the task is of great importance
The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks; for example, by misunderstanding what clearly written essay instructions asked them to do. Students need to understand the task accurately in order to use the most effective strategies.
2. What students believe about learning affects their selection of study strategies
“What students believe about learning and studying has an influence on how they interpret the task, how they interact with text, and, ultimately, the strategies they select.”
3. Instructors need to provide good instruction in how to use study strategies
Simpson’s and Nist’s first point in this section is that it takes time to teach explicit use of strategies. In one experiment students were explicitly taught the “metacognitive strategies of planning and evaluating,” but “distinct and significant improvement did not emerge until 4 weeks after the initial instruction.” Second, students should not only be taught what the features of a strategy (declarative knowledge of the strategy) but also procedural and conditional knowledge: the steps to use and when to employ them. Students need to practice on authentic texts from the courseand the texts should be challenging enough so that students will not employ simplistic approaches. Third, practice with strategies should occur within a specific course; isolated study skills courses have limited success. Fourth, instruction in study strategies “should be explicit and direct” and include five features: “(a) strategy descriptions; (b) discussions of why the strategy should be learned and its importance; (c) think-alouds, models, and examples of how the strategy is used, including the processes involved and when and where it is appropriate to apply the strategy; (d) explanations as to when and where it is appropriate to apply the strategy; and (e) suggestions for monitoring and evaluating whether the strategy is working and what to do if it is not.” Instructors should design guided practice where students use the strategies on authentic course tasks and provide feedback.
4. Instructors should teach a variety of strategies that research has shown to be effective.
Researchers have found that four reading and studying strategies are effective:
Generate questions and answer them. Students need to be taught how to create higher-level questions and how to answer them; sometimes this is done in small groups or pairs. The strategy improves students’ comprehension of the text.
Write summaries. Students need to use their own words and be taught the rules of summarizing (which is difficult). “Writer-based summaries not only improve students’ comprehension, but also help them monitor their understanding.”
Write elaborations. Ask students to create examples, make analogies, explain relationships between concepts. [The Cornell note-taking method and double-entry notebook are examples of elaborations.]
Use organizing strategies. Concept maps, network representations, and other graphic organizers can be effective.
5. Emphasize the cognitive and metacognitive processes that underlie a study strategy.
The value of a strategy lies more in the cognitive and metacognitive processes used than the steps in the strategy itself. The key steps are “elaborating, planning, monitoring, and evaluating.”
VIII. What Instructors Can Do To Help Students.
A. Some Sample Metacognitive Strategies
Learning portfolio. Commander and Valeri-Gold (2001) describe a learning portfolio as a collection of student papers applying learning strategies to their course work. Among the benefits for instructors evaluating student work are that learning portfolios “(a) capture the intellectual substance and learning situation in ways that other methods of evaluation cannot; (b) encourage students to take a role in the documentation, observation, and review of learning; are a powerful tool for improvement; and (d) create a culture of professionalism about learning” (p.6). The chief benefits for students are their actually performing effective learning strategies and the opportunity for self-assessment.
Individual learning plan (ILP) as a contract with the instructor. Linda H. Chiang (1998) describes the process as “setting ILP goals, developing an ILP, monitoring the learning process, writing a reflective journal, conducting one-on-one conferences, and making summative evaluations” (p. 5).
Test Debriefing. Maryellen Weimer (2002) in Learner-Centered Teaching describes how she uses metacognition as she debriefs students after returning an exam in order to give them a sense of control over their learning. She asks students to write down the numbers of questions they missed and then has perform three analyses:
Students first go through their notes on the missed questions and determine whether any of these were on days they missed class and had to rely on someone else’s notes.
Dr. Weimer then identifies which questions came from the assigned reading and which from her lectures and asks students to identify whether more missed questions came from reading notes or class notes.
She then has students look through their exam, check for answers that they changed, and determine how many any of their changes resulted in correct answers. If there is a pattern, it is useful self-knowledge.
Then students write a reflective note to themselves about what they learned from preparing for and taking this exam that will help them prepare for the next one and to describe what steps they will take between now and the next exam. (Click here for a review and summary of Maryellen Weimer’s Learner-Centered Teaching.)
B. Strategies for Instructors to Use in Teaching Textbook Reading
1. Preview the assigned reading
Have students write down what they already know about the subject of the chapter; briefly discuss
Present an oral summary of the chapter in the previous class
Ask interesting questions that will be answered in the reading assignment
Take a poll on some of the issues addressed in the reading assignment
Emphasize the interest, usefulness, and fit in the course sequence of the chapter
2. Do not repeat the reading in a lecture
Do not make listening to your lecture become the students' reading strategy. It is tempting when students do not or can not read the textbook chapters to make sure the course content is "covered" by telling the students what they should have learned if they had read the textbook. Among the reasons for not lecturing on assigned reading are
Your students will not learn to read for comprehension--a needed skill.
As passive learners listening and taking notes, students will not use class time on higher order thinking tasks, such as applying, analyzing, synthesizing, comparing, evaluating.
3. Teach explicitly those study strategies that will be effective in your course
Demonstrate how to do the assigned writing tasks
Provide models
Provide feedback
Make the students’ reading goals clear: read for general or detailed comprehension, read critically, or read for insight.
4. As homework have students write in response to the assigned textbook reading
Write your daily instructions for students in the daily course syllabus
5. Monitor compliance
Develop ways to ensure that students do their daily written homework without burdening yourself with daily feedback or recordkeeping. (See “A Strategy for Getting Students to Do Their Homework.”)
6. Use the written homework in whole-group or small-group discussions and activities
C. Strategies for Students to Use for Textbook Reading
Answer instructor-provided questions
Ask and answer student-generated questions
Produce an outline or concept map
Write summaries of each section in the chapter
Use the SQ4R method: Survey the text, formulate questions, read, record notes, recite, reflect
Write notes that elaborate on the textbook:
a. Cornell method: one column for key words and concepts, a second column for comments, summaries. Useful for comprehension and later recall.
b. Double-entry method: one column/page for copied passage, adjacent column/page for personal reflections on the passage. Developed by Berthoff (1987); useful for engaging with the text.
c. Simpson and Nist (1990): seven textbook annotation processes
Write brief summaries in the text margins
List ideas (causes, effects, characteristics, etc.)
Identify examples in the margin (write “EX”)
Write key information on graphs and charts
Predict potential test questions
Call attention to confusion with a ? in the margin
Underline key words
7. Connect the reading to a past lecture or to prior knowledge
8. Compare/contrast with another reading
9. Critique/evaluate the reading
10. Apply the chapter content to a scenario or case
11. Write self-assessments of your understanding of the reading. See D. below in next list of topics.
D. Sample Reflective Topics for Self-Monitoring and Self-Assessment
Reading for Comprehension
“What do you notice about your reading when you are understanding what you read? What is it that causes you difficulties when you read? In what areas of reading and remembering do you feel most at ease?” (Soldner, 1997)
“Did any parts of the passage confuse me? What did I do to clarify the confusion?” (Gourgey, 1997)
Associative and Affective Personal Response
“How does this poem make you feel? What in your own life might have influenced how you responded to the poem?” (Newton, 1991)
At the Start of an Online Course
What concerns do you have about the course? How do you plan to deal with your concerns?
What are your chief strengths as a learner?How will they help you in an online course?
Read the section "Plan How to Succeed in a Web-Based Course" (in the Syllabus, in "Course Introduction"). How do you plan to manage your time to do well in this course?
Considering past courses you have taken, what will you need to improve or to continue doing orin order to do well in this course? (Peirce, business writing course)
Sample Topics Connecting Class Activity, Textbook, and Personal Experience
Reflect on what you learned about the group writing process from your experience with the Module One group task on reporting on web sites. What appropriate advice does chapter 2 (in the section on working in teams and small groups) have that applies to your experience? What went well? What went badly? What would you do differently next time? What helps and hinders your own involvement in group writing projects?
Reflect on what you learned from the Module Two (Employment Messages) reading and writing tasks, even if you had already prepared your résumé before starting this course. Did you learn anything new? What prior knowledge was reenforced? Did you improve your approach to writing tasks? What was easy/hard? (Peirce, business writing course)
Self-Assessment of Research Paper
To improve your performance on similar future research tasks, write a reflective, self-assessment of your research process for this assignment. At which steps in the process were you most satisfied with how you worked? When were you least satisfied? What skills do you feel you improved? In what ways do you feel more capable? What were the chief obstacles to being efficient? What will you do differently next time? (Peirce, used in various writing courses)
IX. References
Applegate, M. D., Quinn, K. B., & Applegate, A. J. (1994). Using metacognitive strategies to enhance achievement for at-risk liberal arts students. Journal of Reading, 38, 32-40.
Berthoff, A. E. (1987). Dialectical notebooks and the audit of meaning. In T. Fulwiler (Ed.), The Journal Book (pp. 11-18). Portsmouth, NH: Boynton/Cook.
Commander, N. E., & Valeri-Gold, M. (2001). The learning portfolio: A valuable tool for increasing metacognitive awareness. The Learning Assistance Review 6(2), 5-18.
Chiang, L. H. (1998). Enhancing metacognitive skills through learning contracts. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago. (ERIC Document Reproduction Services No. ED425 154).
El-Hindi, A. E. (1997). Connecting reading and writing: College learners’ metacognitive awareness. Journal of Developmental Education, 21(2), 10-17.
Gourgey, A. F. (1997). Getting students to think about their own thinking in an integrated verbal-mathematics course. Research and Teaching in Developmental Education, 14, 49-56.
Hill, M. (1991). Writing summaries promotes thinking and learning across the curriculum—but why are they so difficult to write? Journal of Reading, 34, 536-539.
Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1-23). Mahwah, NJ: Erlbaum.
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C.(1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
McKeachie, W. J. (1988). The need for study strategy training. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 3-9). New York: Academic Press.
Newton, E. V. (1991). Developing metacognitive awareness: the response journal in college composition. Journal of Reading, 34, 476-478.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (1985). The teaching of thinking. Hillsdale, NJ: Erlbaum.
Nist, S. (1993). What the literature says about academic literacy. Georgia Journal of Reading, (Fall-Winter), 11-18.
Paris, S. G. (1988). Models and metaphors of learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 299-321). New York: Academic Press.
Ramp, L. C. & Guffey, J. S. (1999). The impact of metacognitive training on academic self-efficacy of selected underachieving college students. (ERIC Document Reproduction Services No. ED432 607).
Simpson, M. L., & Nist, S. L. (1990). Textbook annotation: An effective and efficient study strategy for college students. Journal of Reading, 34, 122-129.
Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent and Adult Literacy, 43(6). Retrieved November 8, 2002, from Academic Search Premier.
Soldner, L. B. (1997). Self-assessment and the reflective reader. Journal of College Reading and Learning, 28, 5-11.
Stage, F. K., Muller, P. A., Kinzie, J., & Simmons, A. (1998). Creating learning centered classrooms: What does learning theory have to say? Higher Education Report vol. 26, number 4. Washington, D. C.: Association for the Study of Higher Education.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP.
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Send e-mail to wpeirce@verizon.net
By William Peirce © 2003
A greatly expanded text version of a workshop
presented November 17, 2004, at Prince George's Community College
The main points of the presentation are:
Instructors should explicitly teach the reading, note-taking, and study strategies that will be effective in their courses.
Instructors should teach students how to monitor and self-assess their use of study strategies.
Outline
I. Introduction
II. Metacognition and Three Types of Knowledge
III. Metacognition and Study Strategies
IV. Monitoring Problems with Learning
V. Metacognition and Motivation
VI. Metacognition and At-Risk Students
VII. Five Generalizations from a Review of the Literature of Study Strategies
VIII. What Instructors Can Do to Help Students
A.Some Sample Metacognitive Strategies
B.Strategies for Instructors to Use in Teaching Textbook Reading
C.Strategies for Students to Use for Textbook Reading
D.Sample Reflective Topics for Self-Monitoring and Self-Assessment
IX. References
I. Introduction
In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably.”
The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention (Marzano et al., 1988). For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment. But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
II. Metacognition and Three Types of Knowledge
To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. An example is knowing the formula for calculating momentum in a physics class (momentum = mass times velocity). Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content. When they study, students need the declarative knowledge that (1) all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document. They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts. And (2) students need to know how to actually write different kinds of notes (procedural knowledge), and (3) they need to know when to apply these kinds of notes when they study (conditional knowledge). Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
III. Metacognition and Study Strategies
Research shows that explicitly teaching study strategies in content courses improves learning. (Commander & Valeri-Gold, 2001; Ramp & Guffey, 1999; Chiang, 1998; El-Hindi, 1997; McKeachie, 1988). Research also shows that few instructors explicitly teach study strategies; they seem to assume that students have already learned them in high school—but they haven’t. (McKeachie, 1988). Rote memorization is the usual learning strategy—and often the only strategy—employed by high school students when they go to college (Nist, 1993).
Study strategies are diverse and don’t work in every context. For example, reading for information acquisition won’t work in a literature course and won’t work if students are supposed to critically evaluate an article. But students who have learned only the strategy of reading to pass a quiz on the information will not go beyond this strategy. Study strategies don’t necessarily transfer into other domains. Students need to know they have choices about which strategies to employ in different contexts. And students who learn study skills in one course need to apply study strategies in other contexts than where they first learned it.
Students need to monitor their application of study strategies. Metacognitive awareness of their learning processes is as important as their monitoring of their learning of the course content. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.
IV. Monitoring Problems with Learning
When students monitor their learning, they can become aware of potential problems. Nickerson, Perkins, and Smith (1985) in The Teaching of Thinking have categorized several types of problems with learning.
A. Problems with Process; Making errors in encoding, operations, and goals:
1.Errors in Encoding
Missing important data or not separating relevant from irrelevant data. For example, some literature students will base their interpretation of a poem on just the first stanza.
2.Errors in Operations
Failing to select the right subskills to apply. For example, when proofreading, some students will just read to see if it sounds right, rather than making separatepasses that check for fragments, subject-verb misagreement, and other errors they have learned from experience they are likely to make.
Failing to divide a task into subparts. For example, some math students will jump right to what they think is the final calculation to get the desired answer.
3. Errors in Goal Seeking
Misrepresenting the task. For example, students in a speech communication class instead of doing the assigned task of analyzing and classifying group communication strategies used in their group discussions will just write a narrative of who said what.
Not understanding the criteria to apply. For example, when asked to evaluate the support provided for the major claim of an article, students will explain why they liked the article rather than apply appropriate evaluative criteria.
B. Problems with Cognitive Load
Too many subskills necessary to do a task. For example, some students might have not yet learned how to carry out all the steps in a complex nursing procedure.
Not enough automatic, internalized subskills. For example, students in an argument and persuasion class might have to check their notes on how to analyze persuasive strategies because they have not internalized the procedure.
C. Problems with Abilities
Lacking the level of needed mental abilities. For example, students are asked to think abstractly about general concepts and issues, but they can only think concretely about specific situations.
A good way to discover what kind of errors students are making in their thinking processes is to get them to unpack their thinking, to tell you step by step how they are going about the task. By listening to how they are doing the cognitive task, an instructor can detect where the student is going wrong. Asking students to describe their thinking processes also develops their metacognitive abilities—a very necessary skill to improve thinking.
V. Metacognition and Motivation
Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often “self-handicap” themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort (Stage et al, 1998) (Click here for a review and summary of Creating Learning Centered Classrooms by Stage et al.)
VI. Metacognition and At-Risk Students
The last two decades have seen a great deal of research directed towards improving the academic success of at-risk students. As McKeachie (1988) explains, the problems are
Students “enter the higher levels of education with . . . strategies that handicap them in achieving success.” (p. 5)
“[N]either home backgrounds nor schools have helped young adults become aware of alternative ways of approaching learning situations, and of options other than increasing or decreasing one’s effort as one approaches different learning situations” (p. 5)
Teachers give plenty of feedback about the correctness of learning outcomes but not about how to achieve these outcomes.
The use of learning strategies is linked to motivation. When students fail, they tend to assign the cause to something stable and unchangeable—low innate ability—rather than to something they have the ability to change—employing different, more effective, learning strategies.
VII. Five Generalizations from a Review of the Literature of Study Strategies
Simpson and Nist (2000) have conducted a review of the literature on strategic learning in the last 20 years and summarize it in five generalizations:
1. Understanding the task is of great importance
The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks; for example, by misunderstanding what clearly written essay instructions asked them to do. Students need to understand the task accurately in order to use the most effective strategies.
2. What students believe about learning affects their selection of study strategies
“What students believe about learning and studying has an influence on how they interpret the task, how they interact with text, and, ultimately, the strategies they select.”
3. Instructors need to provide good instruction in how to use study strategies
Simpson’s and Nist’s first point in this section is that it takes time to teach explicit use of strategies. In one experiment students were explicitly taught the “metacognitive strategies of planning and evaluating,” but “distinct and significant improvement did not emerge until 4 weeks after the initial instruction.” Second, students should not only be taught what the features of a strategy (declarative knowledge of the strategy) but also procedural and conditional knowledge: the steps to use and when to employ them. Students need to practice on authentic texts from the courseand the texts should be challenging enough so that students will not employ simplistic approaches. Third, practice with strategies should occur within a specific course; isolated study skills courses have limited success. Fourth, instruction in study strategies “should be explicit and direct” and include five features: “(a) strategy descriptions; (b) discussions of why the strategy should be learned and its importance; (c) think-alouds, models, and examples of how the strategy is used, including the processes involved and when and where it is appropriate to apply the strategy; (d) explanations as to when and where it is appropriate to apply the strategy; and (e) suggestions for monitoring and evaluating whether the strategy is working and what to do if it is not.” Instructors should design guided practice where students use the strategies on authentic course tasks and provide feedback.
4. Instructors should teach a variety of strategies that research has shown to be effective.
Researchers have found that four reading and studying strategies are effective:
Generate questions and answer them. Students need to be taught how to create higher-level questions and how to answer them; sometimes this is done in small groups or pairs. The strategy improves students’ comprehension of the text.
Write summaries. Students need to use their own words and be taught the rules of summarizing (which is difficult). “Writer-based summaries not only improve students’ comprehension, but also help them monitor their understanding.”
Write elaborations. Ask students to create examples, make analogies, explain relationships between concepts. [The Cornell note-taking method and double-entry notebook are examples of elaborations.]
Use organizing strategies. Concept maps, network representations, and other graphic organizers can be effective.
5. Emphasize the cognitive and metacognitive processes that underlie a study strategy.
The value of a strategy lies more in the cognitive and metacognitive processes used than the steps in the strategy itself. The key steps are “elaborating, planning, monitoring, and evaluating.”
VIII. What Instructors Can Do To Help Students.
A. Some Sample Metacognitive Strategies
Learning portfolio. Commander and Valeri-Gold (2001) describe a learning portfolio as a collection of student papers applying learning strategies to their course work. Among the benefits for instructors evaluating student work are that learning portfolios “(a) capture the intellectual substance and learning situation in ways that other methods of evaluation cannot; (b) encourage students to take a role in the documentation, observation, and review of learning; are a powerful tool for improvement; and (d) create a culture of professionalism about learning” (p.6). The chief benefits for students are their actually performing effective learning strategies and the opportunity for self-assessment.
Individual learning plan (ILP) as a contract with the instructor. Linda H. Chiang (1998) describes the process as “setting ILP goals, developing an ILP, monitoring the learning process, writing a reflective journal, conducting one-on-one conferences, and making summative evaluations” (p. 5).
Test Debriefing. Maryellen Weimer (2002) in Learner-Centered Teaching describes how she uses metacognition as she debriefs students after returning an exam in order to give them a sense of control over their learning. She asks students to write down the numbers of questions they missed and then has perform three analyses:
Students first go through their notes on the missed questions and determine whether any of these were on days they missed class and had to rely on someone else’s notes.
Dr. Weimer then identifies which questions came from the assigned reading and which from her lectures and asks students to identify whether more missed questions came from reading notes or class notes.
She then has students look through their exam, check for answers that they changed, and determine how many any of their changes resulted in correct answers. If there is a pattern, it is useful self-knowledge.
Then students write a reflective note to themselves about what they learned from preparing for and taking this exam that will help them prepare for the next one and to describe what steps they will take between now and the next exam. (Click here for a review and summary of Maryellen Weimer’s Learner-Centered Teaching.)
B. Strategies for Instructors to Use in Teaching Textbook Reading
1. Preview the assigned reading
Have students write down what they already know about the subject of the chapter; briefly discuss
Present an oral summary of the chapter in the previous class
Ask interesting questions that will be answered in the reading assignment
Take a poll on some of the issues addressed in the reading assignment
Emphasize the interest, usefulness, and fit in the course sequence of the chapter
2. Do not repeat the reading in a lecture
Do not make listening to your lecture become the students' reading strategy. It is tempting when students do not or can not read the textbook chapters to make sure the course content is "covered" by telling the students what they should have learned if they had read the textbook. Among the reasons for not lecturing on assigned reading are
Your students will not learn to read for comprehension--a needed skill.
As passive learners listening and taking notes, students will not use class time on higher order thinking tasks, such as applying, analyzing, synthesizing, comparing, evaluating.
3. Teach explicitly those study strategies that will be effective in your course
Demonstrate how to do the assigned writing tasks
Provide models
Provide feedback
Make the students’ reading goals clear: read for general or detailed comprehension, read critically, or read for insight.
4. As homework have students write in response to the assigned textbook reading
Write your daily instructions for students in the daily course syllabus
5. Monitor compliance
Develop ways to ensure that students do their daily written homework without burdening yourself with daily feedback or recordkeeping. (See “A Strategy for Getting Students to Do Their Homework.”)
6. Use the written homework in whole-group or small-group discussions and activities
C. Strategies for Students to Use for Textbook Reading
Answer instructor-provided questions
Ask and answer student-generated questions
Produce an outline or concept map
Write summaries of each section in the chapter
Use the SQ4R method: Survey the text, formulate questions, read, record notes, recite, reflect
Write notes that elaborate on the textbook:
a. Cornell method: one column for key words and concepts, a second column for comments, summaries. Useful for comprehension and later recall.
b. Double-entry method: one column/page for copied passage, adjacent column/page for personal reflections on the passage. Developed by Berthoff (1987); useful for engaging with the text.
c. Simpson and Nist (1990): seven textbook annotation processes
Write brief summaries in the text margins
List ideas (causes, effects, characteristics, etc.)
Identify examples in the margin (write “EX”)
Write key information on graphs and charts
Predict potential test questions
Call attention to confusion with a ? in the margin
Underline key words
7. Connect the reading to a past lecture or to prior knowledge
8. Compare/contrast with another reading
9. Critique/evaluate the reading
10. Apply the chapter content to a scenario or case
11. Write self-assessments of your understanding of the reading. See D. below in next list of topics.
D. Sample Reflective Topics for Self-Monitoring and Self-Assessment
Reading for Comprehension
“What do you notice about your reading when you are understanding what you read? What is it that causes you difficulties when you read? In what areas of reading and remembering do you feel most at ease?” (Soldner, 1997)
“Did any parts of the passage confuse me? What did I do to clarify the confusion?” (Gourgey, 1997)
Associative and Affective Personal Response
“How does this poem make you feel? What in your own life might have influenced how you responded to the poem?” (Newton, 1991)
At the Start of an Online Course
What concerns do you have about the course? How do you plan to deal with your concerns?
What are your chief strengths as a learner?How will they help you in an online course?
Read the section "Plan How to Succeed in a Web-Based Course" (in the Syllabus, in "Course Introduction"). How do you plan to manage your time to do well in this course?
Considering past courses you have taken, what will you need to improve or to continue doing orin order to do well in this course? (Peirce, business writing course)
Sample Topics Connecting Class Activity, Textbook, and Personal Experience
Reflect on what you learned about the group writing process from your experience with the Module One group task on reporting on web sites. What appropriate advice does chapter 2 (in the section on working in teams and small groups) have that applies to your experience? What went well? What went badly? What would you do differently next time? What helps and hinders your own involvement in group writing projects?
Reflect on what you learned from the Module Two (Employment Messages) reading and writing tasks, even if you had already prepared your résumé before starting this course. Did you learn anything new? What prior knowledge was reenforced? Did you improve your approach to writing tasks? What was easy/hard? (Peirce, business writing course)
Self-Assessment of Research Paper
To improve your performance on similar future research tasks, write a reflective, self-assessment of your research process for this assignment. At which steps in the process were you most satisfied with how you worked? When were you least satisfied? What skills do you feel you improved? In what ways do you feel more capable? What were the chief obstacles to being efficient? What will you do differently next time? (Peirce, used in various writing courses)
IX. References
Applegate, M. D., Quinn, K. B., & Applegate, A. J. (1994). Using metacognitive strategies to enhance achievement for at-risk liberal arts students. Journal of Reading, 38, 32-40.
Berthoff, A. E. (1987). Dialectical notebooks and the audit of meaning. In T. Fulwiler (Ed.), The Journal Book (pp. 11-18). Portsmouth, NH: Boynton/Cook.
Commander, N. E., & Valeri-Gold, M. (2001). The learning portfolio: A valuable tool for increasing metacognitive awareness. The Learning Assistance Review 6(2), 5-18.
Chiang, L. H. (1998). Enhancing metacognitive skills through learning contracts. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago. (ERIC Document Reproduction Services No. ED425 154).
El-Hindi, A. E. (1997). Connecting reading and writing: College learners’ metacognitive awareness. Journal of Developmental Education, 21(2), 10-17.
Gourgey, A. F. (1997). Getting students to think about their own thinking in an integrated verbal-mathematics course. Research and Teaching in Developmental Education, 14, 49-56.
Hill, M. (1991). Writing summaries promotes thinking and learning across the curriculum—but why are they so difficult to write? Journal of Reading, 34, 536-539.
Hacker, D. J. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1-23). Mahwah, NJ: Erlbaum.
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., & Suhor, C.(1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
McKeachie, W. J. (1988). The need for study strategy training. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 3-9). New York: Academic Press.
Newton, E. V. (1991). Developing metacognitive awareness: the response journal in college composition. Journal of Reading, 34, 476-478.
Nickerson, R. S., Perkins, D. N., & Smith, E. E. (1985). The teaching of thinking. Hillsdale, NJ: Erlbaum.
Nist, S. (1993). What the literature says about academic literacy. Georgia Journal of Reading, (Fall-Winter), 11-18.
Paris, S. G. (1988). Models and metaphors of learning strategies. In C. E. Weinstein, E. T. Goetz, & P. A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 299-321). New York: Academic Press.
Ramp, L. C. & Guffey, J. S. (1999). The impact of metacognitive training on academic self-efficacy of selected underachieving college students. (ERIC Document Reproduction Services No. ED432 607).
Simpson, M. L., & Nist, S. L. (1990). Textbook annotation: An effective and efficient study strategy for college students. Journal of Reading, 34, 122-129.
Simpson, M. L., & Nist, S. L. (2000). An update on strategic learning: It’s more than textbook reading strategies. Journal of Adolescent and Adult Literacy, 43(6). Retrieved November 8, 2002, from Academic Search Premier.
Soldner, L. B. (1997). Self-assessment and the reflective reader. Journal of College Reading and Learning, 28, 5-11.
Stage, F. K., Muller, P. A., Kinzie, J., & Simmons, A. (1998). Creating learning centered classrooms: What does learning theory have to say? Higher Education Report vol. 26, number 4. Washington, D. C.: Association for the Study of Higher Education.
Taylor, S. (1999). Better learning through better thinking: Developing students’ metacognitive abilities. Journal of College Reading and Learning, 30(1), 34ff. Retrieved November 9, 2002, from Expanded Academic Index ASAP.
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miércoles, 24 de agosto de 2011
Mi nombre es Elisa Vilchez Farìa, soy maestra, Licenciada en Educaciòn Integral con Maestrìa en Psicologìa Educacional, actualmente cursando estudios en el Doctorado de Ciencias de la Educaciòn en la Universidad Rafael Belloso Chacìn, soy una persona alegre, me gustan los trabajos manuales y ser docente es mi pasiòn, trabajè durante 25 años como docente de educaciòn primaria en escuelas estadales, actualmente estoy jubilada; me desempeño como docente de las càtedras de Lengua Española I y II en la facultad de Humanidades de La Universidad del Zulia.
Pretendo realizar mi investigaciòn sobre "Estrategias metacognitivas en el proceso comunicacional de los estudiantes de Educaciòn Universitaria".
Lo que espero del curso es poder adquirir diversas herramientas que me permitan desarrollar habilidades y destrezas en la lectura y comprensiòn de textos escritos en inglès para mi desarrollo personal y profesional cuando tenga que realizar lecturas de diversos textos de interès para mi trabajo de investigaciòn.
Pretendo realizar mi investigaciòn sobre "Estrategias metacognitivas en el proceso comunicacional de los estudiantes de Educaciòn Universitaria".
Lo que espero del curso es poder adquirir diversas herramientas que me permitan desarrollar habilidades y destrezas en la lectura y comprensiòn de textos escritos en inglès para mi desarrollo personal y profesional cuando tenga que realizar lecturas de diversos textos de interès para mi trabajo de investigaciòn.
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