METACOGNITIVE STRATEGIES FOR THE SECONDARY SOCIAL STUDIES CLASSROOM BY: RODOLFO RAMIREZ Thinking about Thinking

Question: How many of you ever think about your thinking?

The Perfect Scenario Students can independently:  Have a great skill set  Read and follow directions  Find and use appropriate resources  Complete assignments without assistance

Our Reality Students rely on you because: of:  Anxiety  Short attention spans  Need much reinforcement  Need much guidance and assistance  Do not have a good skill set

Metacognitive Awareness  Why are some students successful with challenges and others are frustrated?  How do students develop the necessary skills to fill the gap?  How can I help my students develop the practical intelligence for academic success and to achieve a college ready level of cognition?

Research on Metacognition  Self-reflection has positive effects on students’ academic and personal development  Successful students are self-regulated learners  Metacognitive processes are influenced by teachers’ methods and materials

Metacognition and Teaching  What objectives did I have in mind?  What was I thinking when I decided to focus on vocabulary terms prior to the reading activity?  How can I make this information easier to understand?  Did I assess the students properly?

Metacognitive Classroom Strategies and Practices: The Power of a Journal A regular spiral or composition notebook can be a tool which supports and develops metacognition when used properly.

Realistic Advice and Encouragement  Effective learning is based on positive thinking and a focused effort  Self-defeatism allows students to withdraw from situations  Less proficient learners make the greatest gains when metacognitive skills are part of instruction

Thinking Strategies  Teacher modeling  Introduction and utility of new skills  Making an effort to have students understand what strategies are used in the thinking process  Validating utility of skills

Reciprocal Teaching Activities  Helps students become comfortable with metacognitive thinking  Provides steps for exploring texts  Requires guided practice when initially implemented

Discussions about Thinking  Purposeful interaction with text  Understanding the best practice of thought  Gaining insight from peers

Self- Assessment  Self-regulation leads to better performance and less dependence on others for resolving problems  Allows for students to grow into responsible and independent individuals

Questioning  All students should be able to think, reflect, and question in an effective and appropriate manner  It prompts students to search for the information they want to know which adds focus to their learning

Problem- Solving Activities  Shift from basic recall to analysis and application  Requires a variety of thinking tasks Create a problem-solving activity which encompasses three metacognitive skills mentioned today with your group. Make sure it includes your content area, but make sure it requires more than just information recall.

Conclusions Metacognitive skills are imperative for our students’ success throughout high school and college Teaching metacognitive skills early on can help maximize the population of students effectively learning in your classroom Journals can be effective tools in developing metacognitive skills in your course

Questions or Comments?

Credits Works Referenced Gredler, M. E. (2009). Learning and instruction, theory into practice. Prentice Hall. Joseph, N. (2010). Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills. Preventing School Failure, 54(2), Photo Credits Photo taken from competitive-edge-through-systems-thinking/systems-thinking-2/ - “Thinking about thinking” Photo Taken from “students working” M.C.Escher, “Hand with Reflecting Sphere” Auguste Rodin, “The Thinker” Photo taken from – “great teacher”