Module 4

In chapters 9, 10 and 11 we are learning how children learn. Teaching children how to think or strategies for learning can begin at a very young age. As teachers, we are not only passing along information but we are to teach our students how to process that information.

Metacognition or “thinking about thinking” is the ability to use cognitive skills, comprehend, and solve problems (Woolfolk, p. 328). Prior to reading Woolfolk, I would have assumed that children develop higher thinking as part of natural development. I did not realize that I could help develop these skills in children as soon as kindergarten. Woolfolk gives us the very practical KWL framework to help us engage the students with the right kind of questions. The three questions are “K - What do I already know about this subject? W – What do I want to know? L – At the end of the reading or inquiry, what have I learned?” (Woolfolk, p. 330).  By asking my students these question before or after a lesson they cause students to think below the surface of the material presented. There is more than one way to develop metacognitive thinking, but this is one simple strategy I can incorporate daily.

 I love when I am observing in a classroom and I hear teachers asking the right questions to get students thinking. In chapter 10 we learn about using Inquiry as a learning tool. The subject area is decided ahead of time the teacher guides students to think about the topic by asking the right questions. The book gives an example as asking about animal behaviors (Woolfolk, p. 380). Through Inquiry you can get students to put themselves in the place of the animal and think about why that animal does what it does. This type of lesson won’t work every day but when done effectively it can be a lasting lesson. I don’t just want to throw facts at kids but instead get them thinking. This goes back to metacognitive thinking in chapter 9. We are not just filling heads with knowledge but teaching kids how to “think about thinking” (Woolfolk, p. 328).

I think everyone knows that kids love to watch adults and model their behaviors. Prior to reading Woolfolk, I had never thought of the implications of modeling and cognitive development. Teachers can build those metacognitive skills by showing the class how he or she thinks through problems (Woolfolk, p. 417). Thinking “out loud” is a great way to walk students through the thought process. Also encouraging the student to speak their thought process allowed. Another important role of the elementary teacher is modeling language through speech. As a teacher can maximize this opportunity by speaking clearly and with purpose, as well using new words and defining them. The development of social skills is important as well. Students watch to see how you react to a particular situation. Once again walking them through the situation or telling how you feel and what you are thinking can be a great model for students.

  These are only a few of the awesome ideas given in chapters 9, 10, and 11. I appreciate that the text not only gives us a deeper explanation but also several practical examples that we can use in our classrooms. Recently I have been in classrooms for my field hours I have seen some of these strategies in action. It’s great to watch the students learn and grow.