Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eB25T4919035; Sat, 2 Dec 2000 00:29:08 -0500 (EST) Date: Sat, 2 Dec 2000 00:29:08 -0500 (EST) Message-Id: <005101c05c21$f85e9c40$42b18dcf@ncia.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: woods@ncia.net To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3301] Re: Instruction for LBLD - more ?? for Denton X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 5.00.2919.6600 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2890 Lines: 59 Denton Kurtz wrote: >Would you have a reference or references on the word > metacognitive, meta-cognitive, metacognition, etc. Most of what I have is in my notes at work, so it'll have to wait til next week. But here are a couple tidbits taken from some teacher training texts I have: Mercer, Cecil D. & Mercer, Ann R. (1993). Teaching students with learning problems (4th edition). Prentice Hall. "Independent generalization is the product of highly developed metacognitive processes. These processes involve self-evaluation, self-monitoring, self-recording, self-goal setting, and self-reinforcement. These metacognitive skills reflect a thinking process that is acquired through self-instructional training. During acquisition of a skill the concept of "thinking for yourself" is incorporated into the instructional program. Preparing students with learning problems to use metacognition requires them to develop a system of self-questioning. When students use self-questions, they are active participants in their learning tasks." and... Cunningham, Patricia M., Moore, Sharon Arthur, Cunningham, James W., & Moore, David W. (1995). Reading and writing in elementary classrooms: Strategies and observations (3rd edition). Longman Publishers. "An important point about the [reading] strategies that are presented during comprehension lessons is that they need to be applied throughout the school day. Applying stragegies to materials is important because performing a strategy when directed by teachers and performing it without teachers' directions are two separate concerns. Research in metacognition clearly indicates that knowing when to perform strategies is a characteristic of proficient readers. Students might reread a difficult section of a passage when their teacher tells them to do so, but these same students might seldom reread difficult sections when on their own. Students might form mental images when so instructed by their teacher, but they might never form images when reading by themselves. Independent application of strategies is the goal of reading instruction. The distinction between using strategies only when told to and using them independently is referred to as being skillful versus being strategic. A way to help students become strategic readers is to assign a reading passage and then ask the students what they should do in order to understand it. The few minutes spent brainstorming strategies that probably are needed for comprehending a particular passage is time well spent." >Would want to add that > determining how a person thinks or doesn't think directs us to training > various successful models of thinking so that applied functioning will > improve. Or as the above quotes suggest, to help learners become independent and strategic... by helping them discover what strategies are possible and when they should be applied. Tom
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