How to Teach Metacognitive Reflection

Robin Fogarty

SAGE Publications, 1994 - Education - 312 pages

Metacognition, or thinking about thinking, is an awareness of and control over one's own thinking behavior. This guide for teaching metacognitive reflection in the classroom is divided into three sections that highlight the arenas where metacognition can occur: planning, monitoring, and evaluating. Within each section, 10 specific strategies are developed for immediate use in the classroom. Some of these strategies to enhance reflection include stem statements, think-aloud techniques, double-entry journals, self-administered checklists, and portfolio registries. The easy-to-implement lesson models teach students to: pose study questions for themselves; explore the consequences of their choices, decisions, and actions; reflect on how they learn; synthesize their thoughts and actions in a log or journal; and contemplate their reflective strategies for transfer and use. The practical applications in this guide enable teachers to enhance their ability to monitor student reactions, foster reflection of student work, and promote students' transfer of learning to novel situations. Contains a 94-item bibliography. (TJQ)

Contents

• Inking Your Thinking Learning Logs: 13
• Film Footage Visualization: 21
• Fat and Skinny Questions HigherOrder Questions: 29

About the author

Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies. She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.

Bibliographic information

• Title: How to Teach Metacognitive Reflection; The mindful school
• Author: Robin Fogarty
• Edition: illustrated
• Publisher: SAGE Publications, 1994
• Original from: Pennsylvania State University
• Digitized: Jun 4, 2009
• ISBN: 0932935494, 9780932935496
• Length: 312 pages
• Subjects: Education / Classroom Management; Education / Educational Psychology; Education / Learning Styles; Education / Teaching / General; Education / Teaching / Materials & Devices; Psychology / General