Metacognitive literacy: Difference between revisions
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A somewhat related topic is metacognition in literacy instruction (Griffith & Ruan, 2005; Davis-Wiley & Wooten, 2015), i.e. teaching reading strategies. | A somewhat related topic is metacognition in literacy instruction (Griffith & Ruan, 2005; Davis-Wiley & Wooten, 2015), i.e. teaching reading strategies. | ||
This topic is strongly related to [[note taking]]. {{ | This topic is strongly related to [[note taking]]. {{quotation|Although students are expected to be proficient note-takers at primary, secondary, and university levels across the curriculum, very few of them have actually been taught the basic skills of note - taking (Boch & Piolat, 2005)}} (<ref>Davis-Wiley, P., & Wooten, D. Enhancing Metacognitive Literacy: A Research Study Using Sticky Notes in the Classroom, American International Journal of Contemporary Research, Vol. 5, No. 4; August 2015</ref>) | ||
== Teaching metacognition == | == Teaching metacognition == |
Revision as of 21:45, 8 March 2016
Introduction
Metacognitive literacy refers to various metacognitive skills.
A somewhat related topic is metacognition in literacy instruction (Griffith & Ruan, 2005; Davis-Wiley & Wooten, 2015), i.e. teaching reading strategies.
This topic is strongly related to note taking. “Although students are expected to be proficient note-takers at primary, secondary, and university levels across the curriculum, very few of them have actually been taught the basic skills of note - taking (Boch & Piolat, 2005)” ([1])
Teaching metacognition
Wilson and Bai (2008) [2] argue that “that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a complex understanding of both the concept of metacognition and metacognitive thinking”. The authors also note that “despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking”
Teaching specific metacognitive strategies
The Sticky Note Strategy fore reading
Davis-Wiley & Wooten describe a successful strategy used with teachers in training.
Bibliography
Cited
- ↑ Davis-Wiley, P., & Wooten, D. Enhancing Metacognitive Literacy: A Research Study Using Sticky Notes in the Classroom, American International Journal of Contemporary Research, Vol. 5, No. 4; August 2015
- ↑ Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269-288.
Other
- Griffith, P. L., & Ruan, J. (2005). What is metacognition and what should be its role in literacy instruction. Metacognition in literacy learning: Theory, assessment, instruction, and professional development, 3-18. https://books.google.ch/books?hl=en&lr=&id=b6SPAgAAQBAJ&oi=fnd&pg=PA3&dq=%22metacognitive+literacy%22&ots=becfqMdHZf&sig=yq5VeAdueLOTKJaKekkHLqYDCoA#v=onepage&q=%22metacognitive%20literacy%22&f=false