Questions On Teaching And Learning

The Problem-Solving Instruction Questionnaire was designed to collect data from a range of teachers to learn about math problem-solving instruction in a variety of classrooms. This helped identify effective approaches in teaching, to verify poor performance and lack of strategies with students, and collect any other various input. The data would guide the mathematics intervention to be used and planned.

Metacognition is the driving force for Children to succeed by encouraging cognition self-reflection also known as effective discipline techniques. The result in cognition self-reflection helps children understand their mistake also learn from their mistake by keeping their emotion in check. Tough empathizes, "You go over the mistake you made –or the mistakes you keep making – and get to the bottom of why you made them."(115). This idea is significant because children can look over what they did wrong continuously furthermore by analyzing the situation of what went wrong until they figuring out what they did wrong, therefore, to avoid that same mistake yet again. Tough illustrate "take responsibility for their mistakes and learn from them without obsessing over them or beating themselves up for them."(115). The point is children overcome from their mistake moreover learn from it without being upset or giving themselves a difficult time for doing the wrong fixation. Children who can look deeply at their own mistake and reflect on that mistake by analyzing what they could have done differently to avoid making the same mistake. Self-reflection is the motivating force of metacognition.

Next, I observed for thirty-two hours solely in a fourth grade classroom. The mathematics time I observed in this class was spent working on problems out of a mathematics textbook. The students moved problem-by-problem and page-by-page through this textbook. Since this technique requires little to no critical thinking, it is not likely that they will recall how to solve the problems. Lastly, I spent thirty-two hours observing two sixth grade mathematics classes. The first class was students, who were performing at grade-level, and the other class was students who were performing below grade level, however both classes used the same teaching techniques. The teacher lectured, the students took notes, and then the students completed an electronic worksheet. The students then had to write their answers down on a physical piece of paper to turn in for their grade. The students were wasting time by having to copy down answers instead of learning more about mathematics. Students are not retaining what they have been taught because of the low level of critical thinking currently being used in schools.

Metacognition provides students with the opportunity to be more mindful and become aware of what they are learning, why they are learning a particular skill, and how they might apply and transfer those skills in various situations. As a school counselor, I feel as though one of my main goals is to help students develop metacognitive awareness of their own personalities, interests, abilities, values, and learning styles. Through the counseling process, I encourage students to really think about their thoughts, feelings, values, and understandings. I encourage them to express their thoughts and feelings and help students discover the root of their concerns and encourage problem solving and critical thinking in order to effectively and efficiently

First, the article identifies the importance of students’ prior knowledge to enable them to build on their prior knowledge to increase critical thinking in their understanding of the content as well as engagement within the classroom. It references Bartlett’s concept regarding the brain’s capability to connect past information as a reference point to a new concept, which can enable this knowledge to be stored in long term. This completes their statements about schemas that create a “blueprint” of the new information in regards to how it connects to the new information being delivered. This helps them to organize the information that is being presented so they can follow along with more ease. Once the basic principle concepts are established then students are able to have a reference point of understanding when trying to expand on that given topic. (P.73, 76)

Mindful learning can be described as brain exercise. Brain exercise can be broken down to new ways of thinking of situations. Active learning also plays a part in mindful learning. This episode focuses on the ability of children to solve problems, and to change the way they think. With the topic of brain exercise, the way that teachers explain lessons, teach topics and ways of doing classwork are also being challenged. Several articles are brought up that support the argument of mindful learning and discuss how the traditional way of learning is not having desired outcomes. Traditional way of learning can be described as a teacher or professor lecturing or giving out packets of information with homework questions. However, the most common form

Two important concepts dealing with mental process are those of metacognitive awareness and cognitive strategies. They deal with the notion of how we think about thinking and how our brain processes this information, such as keeping what we have learned in our memory. Depending at what age this is taking place, there may be some limits as to the capabilities of our memory and what we do to help us recall this information. Children and adolescents tend to use different methods or strategies to help them develop memory. It is crucial to continue to find, develop and practice different techniques that will allow us to demonstrate awareness into what and how we think, organize the information and explain

In this paper I discussed various cognitive strategies for children from childhood through the adolescence stage. I also covered what metacognitive awareness and cognitive strategies and will focus on rehearsal, organization, and elaboration strategies and provided examples for each

Education is among the most important things in a child’s upbringing. It opens doors and brings out their full potential in many ways. But often children can need a helping hand when it comes to tricky subjects.

This slight change in language and manner generates enduring development in the students way of thinking and problem-solving. Answering a child ’s question with another question, and then patiently waiting for their response allows the student to process the situation on their own, and to come up with an independent solution. Thus, the students can feel more confidence and success within themselves, instead of the hollow praise they might receive after obediently following instructions.

Meta-cognition can therefore be defined as the knowledge and control people have over their thinking and learning activities. It involves “thinking about thinking” that is to say, the knowledge and control people have their own thinking and learning activities.

Through the use of a small mathematical modeling group the relationship between metacognition and mathematical problem solving was looked at to understand it more in regards to situations and contexts without prompting by teacher. This article questions how the selections of metacognitive strategies come about. The goal of the study being to characterize contexts and situations that give rise to metacognitive activity.

We know that the leaner cannot complete the task independently but has enough knowledge to master the problem with the help from a mathematics teacher. The learner is in the zone of proximal development and will be able to benefit from the scaffolding, in the form of explaining, demonstrating and guiding by the teacher. While doing this, teachers look for discrepancies between student’s effort and the solution they come up with. They are looking to control the frustration and risk that the student encounters. Also they model an idealised version of the act of learning so the learner can use it to help them solve their educational problems (Hausfather, 1996). The key to getting students to help themselves learn independently is not to make the students reinvent information or rediscover it themselves. The teacher must make the information available for the learner to examine and work out their own ideas and solutions whilst allowing them to be open to advice from people who are more informed on the subject. So although scaffolding is an extremely helpful tool for teachers to use in their teaching and their student’s learning, they must make sure that the child is educated in the right approach so as not to deter the child from making advances on their own educational capabilities.

Through these strategies learners are able to manipulate their own cognition, coordinate, plan, organize and evaluate the learning process. Some processes which are related to metacognitive strategies are the strategies of advanced preparation, self monitoring, delayed production, Self-evaluation and self-reinforcement.

I have chosen the metacognition vignette. The prompts asks me to think of what type of lesson I would plan for students that are in the beginning stages of developing metacognition. But first, it is important to understand what metacognition is and what it does. The term metacognition was coined by psychologist John Flavell. Metacognition is defined as the understanding and self awareness of one’s own thinking or thought processes.The idea of metacognition is connected with Jean Piaget’s theory of development. This all correlates to have a better idea as to how we as educators can improve a child’s understanding of a subject through direct influence on the development of metacognition.