Chapter 9 of the Woolfolk text
focuses on different learning strategies used in the classroom and the use of metacognitive
processes and skills. Metacognition
means thinking about thinking and involves monitoring one’s comprehension (p.
332). As students, we all have different
strategies that work well for us when trying to study and learn a new
topic. Some may use taking notes and
summarizing the information in a chapter, highlighting and underlining within
the text, drawing diagrams or concept maps, or using mnemonics to organize their
thoughts and help them study. I thought
that Table 9.2 in the Woolfolk text highlighted a lot of good points on
teaching strategies to improve student’s metacognitive knowledge and
skills. Some key points include the
following: emphasizing reflective processing rather than speedy processing, demonstrating
and explaining new strategies and if not understood, re-explain misunderstood
aspects, and providing plenty of practice, using strategies for as many tasks
as possible (Woolfolk, p. 339). It is
important to understand the variety of ways in which students learn and attempt
to cater to these individual needs as much as possible. Creativity in the classroom is also discussed
and encouraged. For example, by asking, “Can anyone suggest a different way of
looking at this question?” we can encourage students to think critically and
really delve into their knowledge of the topic at hand and use flexibility to
think about the question in a new way (Woolfolk, p. 352).
In Chapter 10, constructivist views
of learning are highlighted. The two
different types of constructivist views include: psychological and social
constructivism. Psychological
constructivism focuses on individual knowledge, beliefs, self-concept and
identity. Social constructivism does not focus on individual learning, but views
learning as a way to increase our abilities to participate with others in activities
that are meaningful in the culture (Woolfolk, p. 373). As teachers,
constructivist views can be used in the classroom. For example, instead of giving students
simplified problems, students should be given ill-structured problems as a way
to prepare students for the real world and the complex problems they will
ultimately be faced with. It is the role of the teachers to help the students
as they work on the complex problems by helping them find resources, keeping
track of their progress, promoting social interaction and collaboration in the
classroom and an environment where students take ownership of their own
learning (Woolfolk, p. 377).
I feel that today it is very important for a
student’s education to prepare them to work cooperatively with all kinds of
people in all kinds of settings. As we
all use our education to look for jobs in the future, not only will the
knowledge of a particular skill set come in handy, but one’s ability to
collaborate and work well as part of a larger team and communicate effectively may
be just as much of an asset. The use of
cooperative learning is one that I think is key in any classroom. Cooperative learning focuses on students
interacting with one another and the concept of positive interdependence with
group members needing each other for explanations and support, all while one
demonstrates individual learning on their own (Woolfolk, p. 405). I enjoy this concept and plan to use this in
my Physical Education classroom to encourage group participation and learning
and essential ideas of being a team sport and working together with others
towards a common goal.
Eric,
ReplyDeleteI like how you pointed out how important it is to teach our students how important it is to be able to collaboratively work with others because it is important to their success in the world after they graduate and look for jobs. I think that with the age of technology, technology is fabulous but there can be negative aspects which hinder students from knowing how to socially interact without a tablet, cell phone,or computer screen in front of them so teaching them these skills inside the classroom is essential.