Teacher resources and professional development across the curriculum

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9. Thinking About Thinking - Metacognition

Questions for Reflection

Question 1: Dr. Shulman mentions that an important activity of teaching is observing students' thought processes? How can a teacher observe something that is so intangible?

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Question 2: Dr. Shulman also comments that cognition cannot be directly observed, but that the teacher must create the equivalent of the mirror on the dance studio wall. How does the dance studio metaphor translate to an academic learning situation?

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Question 3: How is metacognition different from critical thinking?

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Question 4: Kendra frequently mentions that she and her students use rubrics to establish a standard. What are rubrics?

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Question 5: Kendra also mentions that she and her students often negotiate rubrics? How and why is this done?

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Question 6: Kendra mentioned that when her students write in journals she has no concern for grammar, but is more interested in their ability to get their thoughts on paper. Why is grammatical skill not important in this sort of metacognitive exercise?

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Question 7: Dr. Shulman mentions the importance of focus on process instead of product in learning environments? Why is process more important than product?

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Question 8: Kathleen's example seemed to emphasize a need for audience for students' work? Why is audience important to metacognitive development?

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Question 9: Dr. Shulman underscored the need for opportunities for students to reflect often as they are working? How much reflection is enough?

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Question 10: One of Kathleen's students mentioned it important that teachers also keep a journal? Is this sound advice? If so, why?

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Return to Support Materials for Session 9.

Instructions on how to use the Questions for Reflection activity

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