The Common Mission Of Most Universities

In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

Positive re-enforcement is a great way to encourage learning, learning by reward encourages the learner into learning mode. It is good for those learners with low self-esteem and will encourage them to build upon their own success, self-evaluate and eventually be able to constructively criticise their own work as they go. Again this will be a positive step forward and should be encouraged as a means of assessment for both learner and teacher.1

It is essential that students receive realistic and immediate feedback that enhances self-efficacy. It is imperative that I return student work in a timely fashion so they can reflect on their work because “students’ achievements are enhanced by providing them with information about their current level of performance followed by specific learning tasks aimed at mastering the material” (Jones & Jones, p. 285). I will be able to correct faulty thinking by my students when I return their work in a timely fashion which will prevent future mistakes over the same topic. It is vital to the success of my students that they experience a safe, well-organized learning environment in my classroom. It is a necessity that students feel safe and comfortable in the classroom so I can challenge them to reach their goals in a

By providing feedback the pupils will see more clearly what they need to do next and how to improve on their work if needed, examples of feedback could be questions in a group or a through a whole class discussion.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

Teaching higher order thinking skills is not a recent need. It is apparent that students, at all levels of education, are lagging in problem-solving and thinking skills. Fragmentation of thinking skills, however, may be the result of critical thinking courses and texts. Every course, especially in content subjects, students should be taught to think logically, analyze and compare, question and evaluate.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

Everyone is unique in many different ways; one of them is learning. Sheila Tobias in Academic Writing shows the reader how the way a person learns is vital information for the instructor to know. The instructor does not have to accommodate to each student, but take into consideration the different learning styles that exist. “But their instructors so not take the time to show them how” (Tobias 28). Professors do not take time to show students how to succeed in their class. They expect the student to have similar learning preferences as the instructor. The student has to learn how, or fail. There are numerous ways a person learns and is hard from him or her to adapt when there is no one there to guide them. Tobias says, “Providing feedback

In their article “Teaching the Art and Craft of giving and receiving feedback, Harms and Roebuck suggest that in every work environment, the process of giving and receiving feedback is very vital in addressing the performance of employees and managers. They claimed from their research that in view of the fact that there is no stipulated guideline in proving feedback, the use of a qualitative and quantitative form of feedback mechanism should be incorporated in daily learning by students. Harms and Roebuck suggest that emphasis should be placed on ensuring that feedback is a two-way communication (Krug, 1998, cited in Harms and Roebuck,

“Thinking about your thinking”. When this was mentioned in the last chapter I had to look it up because I had completely forgotten what it meant. I like your simple definition from the lecture video. That is something I will most likely not forget again, so thank you! Metacognition I is a skill that teachers should help children develop more often. It doesn’t take much effort either in my opinion. Allowing children to further develop their metacognition skills will actually help the teacher in the long run. Reading this chapter made me realize that teachers do actually do a lot in the classroom that aids metacognition. Resources like visual organizing tools and summaries all help to support the development of metacognition. The book mentions KWL charts and I was not aware that they were a form of supporting metacognition. We are required to have KWL charts in all of the classrooms in my daycare and I really never understood why until now!

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge