DEVELOPING METACOGNITION

in Teaching Literature
REGENERATING LANGUAGE AND LITERATURE TEACHING IN THE UNIVERSITY FEBRUARY 23, 2011

DEVELOPING METACOGNITION

in Teaching Literature

Characteristics of Literature Places to Look for Meaning in Literature Metacognition Strategies for Developing Metacognitive Behaviors Three Basic Elements of Metacognition Some Assessment Organizers

ALL REALITY

AUTHOR
Biography Author as Artist History

WORK
Form Linguistic Makeup Intertextuality

READER
Individual Cultural Context Historical Context

Metacognition Metacognition
Metacognition is thinking about thinking, knowing "what we know" and "what we don't know. The basic metacognitive strategies are: 1. Connecting new information to former knowledge. 2. Selecting thinking strategies deliberately. 3. Planning, monitoring, and evaluating thinking processes

Strategies for Developing Metacognitive Behaviors

Identifying "what you know" and "what you don't know." Talking about thinking Keeping a thinking journal Planning and self-regulation Debriefing the thinking process Self-Evaluation

Three Basic Elements of Metacognition

Developing a plan of action Maintaining/monitoring the plan Evaluating the plan

Before - When you are developing the plan of action, ask yourself:
What in my prior knowledge will help me with this particular task? In what direction do I want my thinking to take me? What should I do first? Why am I reading this selection? How much time do I have to complete the task?

During - When you are maintaining/monitoring the plan of action, ask yourself:
How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand?

After - When you are evaluating the plan of action ask yourself:
How well did I do? Did my particular course of thinking produce more or less than I had expected? What could I have done differently? How might I apply this line of thinking to other problems? Do I need to go back through the task to fill in any "blanks" in my understanding?

SOME ASSESSMENT ORGANIZERS

Metacognitive Journal

Dialectical Journal
Learning Logs Double Entry Journal Synthesis Journal Reflective Journals

Speculation about Effects Journal

Rubric

Metacognitive Journal
The Metacognitive Journal encourages students to reflect on their reading processes, their final drafts, or their presentations.

Metacognitive Journal
What I learned. How I learned it.

Dialectical Journal
The dialectical journal is a type of double-entry notetaking which students use while reading literature.

Dialectical Journal
Quotation Page Why do I find this quotation interesting or important?

Learning Logs
A Learning Log is a written response to literature but may be used to respond to other texts.

Learning Logs
Summary Reaction Achilles chased Hector and A great chase going on like a strode off the chase to tell about child running away from a monster springs they were running by. in a nightmare. Then it nose dives into a flowery meadow of boredom when the part about the springs arise.

Double Entry Journal

This allows students to record their responses to text as they read.

Double Entry Journal

Quotation A phrase or sentence I especially like. My thoughts about the quotation.

I think that you can go though your "To be awake is to be alive." (from the whole life asleep if you don't stop and chapter "Where I Lived and What I think about what you're doing. It's Lived For" important to make conscious choices, especially when you're my age.

Synthesis Journal
This journal encourages students to review past experiences and plan for the future applications.

Synthesis Journal
What I Did. What I Learned. How I Can Use it.

Reflective Journals
In a Reflective Journal Entry, the student identifies the activity, and then reflects on the material learned.

Reflective Journals
What happened? How do I feel about it? What did I learn?

Speculation about Effects Journal

This type of journaling encourages the student to anticipate the effects of the event(s) experienced.

Speculation about Effects Journal

What Happened. What Could Happen Because of This.

Rubric
A rubric is an authentic assessment tool used to measure students' work.
It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.

CRITERIA
STAGE PRESENCE

Beginning 1 Student lacks stage presence with distracting facial expression and body movement. The performer does not demonstrate an understanding of his or her character.

Satisfactory 2 Student has a stage presence with non distracting facial expression and body movement. The performer demonstrates an understanding of his or her character.

Proficient 3 Student has a nice stage presence with a pleasant face and body movement. The performer demonstrates a good understanding of his or her character.

Excellent 4 Student has superior stage presence with outstanding facial expressions and body movement. The performer demonstrates an excellent understanding of his or her character. The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood. Great use imagination of

MARK

CHARACTERIZATION

ACTING DIALOGUE

The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear. Lacks creativity The student uses no props or the props chosen detract from the presentation.

The student tries to use voices, facial expressions and movements to make the characters more believable and the story more easily understood. Little creativity used Student uses 1-2 props which make the presentation better.

The student often uses voices, facial expressions and movements to make the characters more believable and the story more easily understood. Some to moderate creativity used Student uses 1-2 props that accurately fit the period, and make the presentation better.

COSTUME AND MAKE UP PROPS

Student uses several props that accurately fit the period, show considerable work/creativity and make the presentation better. Performance is and explores bounds of form alive the

FOCUS

Performance at risk and uneven

Performance relatively smooth

stable,

Flashes of spontaneity and style enliven solid performance

OVERALL EFFECT

Performance drags, audience is bored and/or confused.

Performance is spotty, audience is polite.

Performance flows, audience is interested.

Performance sparkles, audience is engaged.

COMMENTS:

TOTAL:

[BLOG A FRIEND]

[ASK THE AUDIENCE]

[50:50]

Player

Please help me in answering this item!

[BLOG A FRIEND]

"In fantasy fiction, human beings fly, perform magic, remain young, travel through time, metamorphose, and live happily ever after. This illustrates that _____."

A. B. C. D.

Literature Literature Literature Literature

is Aesthetic is Fictional is Language is True

Emily Dickinson

I think the correct answer is B. Hope that this would help you. ;->

[ASK THE AUDIENCE]

@Emily. I agree with you! <3 ;) Will Shakespeare @Player. Good luck :->

[50:50]

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40
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35 30 25 20

[ASK THE AUDIENCE]

15 10 5

[50:50]

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Excellent!
You did it! You got the correct answer. Shakespeare would be proud of you.

Next Level 1 2 3 End the game

Sorry!
Your answer is incorrect. Please relax, concentrate, and try again. Good luck!

Back to Level 1 2 3 End the game

Credits

The End The End