Reflection on Metacognitive Strategies – Teaching Learning Perspective

2012 ◽  
Vol 1 (5) ◽  
pp. 35-37
Author(s):  
Dr. M. Parimala Fathima ◽  
◽  
Dr. A R. Saravanakumar Dr. A R. Saravanakumar
Keyword(s):  
Metacognitive Strategies ◽  
Teaching Learning

scholarly journals Reading and Listening in English Language Learning: A Critical Study of Cognition and Metacognition

2020 ◽  
Vol 9 (2) ◽  
pp. 53
Author(s):  
Mohammed Al Sobaihi
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Metacognitive Strategies ◽  
Critical Study ◽  
English Language Learning ◽  
Listening Skills ◽  
Teaching Learning ◽  
Cognitive And Metacognitive Strategies

This paper critically examines research in the field of cognitive and metacognitive strategies in teaching/learning reading and listening in the English language. In the FEL context, a thorough review of previous major studies has been conducted to determine the extent to which English learners benefit from reading and listening via using the said strategies. The results confirm the effectiveness of cognitive and metacognitive strategies in teaching/learning reading and listening skills and it is recommended that the educational policymakers include them in designing future pedagogical EFL programs.

scholarly journals Las Tic En El Proceso De Enseñanza Aprendizaje

2017 ◽  
Vol 13 (34) ◽  
pp. 269
Author(s):  
Arisdorgan Diéguez Almaguer ◽  
Freddy Patricio Ajila Zaquinaula ◽  
Tatiana María Velázquez Ramírez ◽  
Irina Reyes Martínez
Keyword(s):  
Statistical Methods ◽  
Learning Process ◽  
Teaching And Learning ◽  
Metacognitive Strategies ◽  
Historical Approach ◽  
Advantages And Disadvantages ◽  
Teaching Learning

The objective of this article is to contribute to the successful incorporation of ICTs in the teaching - learning process as a means of teaching and analysis. At the same time, as seen in this process, they can contribute in making the content of other subjects meaningful and in developing metacognitive strategies in the students. All of these is possible through constructivist foundations and the cultural historical approach of Vygotsky. As a result, the theoretical, empirical, and statistical methods are used according to the research. The main characteristics of the ICT were highlighted, as well as their advantages and disadvantages. Then, methodological treatment on some contents of Mathematics as examples were given. Finally, a didactic model that synthesizes the double role of ICT and that highlights the role of the main actors in the act of teaching and learning was proposed. It, however, addresses the importance of cooperation and multidisciplinary work in achieving the objectives of the study.

Cognitive gadgets and genetic accommodation

2019 ◽  
Vol 42 ◽  
Author(s):  
Eva Jablonka ◽  
Simona Ginsburg ◽  
Daniel Dor
Keyword(s):  
Cognitive Flexibility ◽  
Metacognitive Strategies ◽  
Genetic Evolution ◽  
Genetic Accommodation

Abstract Heyes argues that human metacognitive strategies (cognitive gadgets) evolved through cultural rather than genetic evolution. Although we agree that increased plasticity is the hallmark of human metacognition, we suggest cognitive malleability required the genetic accommodation of gadget-specific processes that enhanced the overall cognitive flexibility of humans.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

Role and Importance of Schemas in Pedagogy and Learning: A Cognitive Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 45-60
Author(s):  
Naveed Akram Ansari
Keyword(s):  
Educational Psychology ◽  
Learning Experience ◽  
Vital Role ◽  
Constructivist Approach ◽  
Educational Strategies ◽  
Cognitive Approach ◽  
Educational Plan ◽  
Class Room ◽  
Teaching Learning ◽  
Forms Of Knowledge

Educational strategies are designed to cope with and fulfill the multifarious pedagogical and educational needs of teachers and learners. Moreover, no educational plan can possibly yield the required results without incorporating suitable instructive strategies. This research paper advocates the role and importance of schemas in learning new forms of knowledge and data in the perspective of class room teaching-learning. Cognitive approach is adopted to understand how students learn new forms of knowledge and experiences through different mental processes, quite unlike that of behaviorism. The concept of schema helps us understand how learners can link new pieces of information to the already existing knowledge in their minds. The notion of ‘Constructivist Approach’ has been extracted from the field of educational psychology for triangulation. Extracts are taken from the textbooks of English used in matriculation and intermediate through purposive sampling. Their analysis shows that schemas can play a vital role in enhancing the learning experience and making new forms of knowledge a permanent part of the memory of students which is the ultimate goal of education.

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