THINKING ABOUT THINKING

September 13, 2007

It has always been for me a bit difficult to clearly differentiate aims, goals and objectives. It has been even more challenging to write the objectives of the lesson clearly enough. Having to recognize three elements (CBC) in the objective is an easier way to know if the objectve is complete. I have found this to be very useful in focusing my thinking about the intended aim and, in forcing me to make everything fit the CBC format, the result is that I am more clear to the students (or will be!).

In writing the objective I also learned that I need to be thinking about the assessment and the grading rubric. Of course, the assessment should align with my instruction but, even more importantly, the students are clear about my expectations through a well-written and fair rubric. These things make the planning of a lesson very challenging but I think they will help in achieving the final goal of having the students reach the meta-cognition level of learning.

Resnick (1987) found the following:

"Some people will discover metacognitive strategies by themselves (perhaps through trial and error): however, other people will not (Westwood, 1997). After drawing together the results of a number of studies, Pressley and Ghatala (1990) concluded that metacognitive monitoring is poor in early childhood, shows developmental improvement, and is still far from ideal in adults. Winne (1997) cautioned that expecting people to develop strategies such as metacognition through a process of trial and error is inefficient. Rather, educators of children and adults should give people the chance to understand, practise and use metacognition."

(p. 17)
To read more about: cms.curriculum.edu.au/.../metacognition.htm