Staff evaluations of previous and current teaching methodologies demonstrated that existing effective pedagogical practices remain integral to the lesson. Within teacher education programs and professional development there is a tenuous assumption that we all have the same understandings of reflection. Generic approaches to understanding reflection simply help teachers amass a repertoire of skills to apply in a relatively unvaried manner.
Concerned about written reflections that focus on overly technical accounts of a mastery of methods and skills, this investigation inquires into understanding the metacognitive dimension of a reflective process and the development of the teacher as a metacognitive agent. This is a qualitative value driven study that attempts to reduce uncertainties and to clarify a particular stance on reflective thought in order to contribute to the development of theories and concepts that generate further investigations.
Included in this study is a self-analysis of the researcher as a teacher educator exploring a transformative process with teachers-as-students. What do teachers say about what they do, and what can be learned from the language in their written and oral responses? From an analysis of data collected for this study, criteria emerged distinguishing the technical thinker from the metacognitive thinker. Spiegel, Ed. This article describes the developmental experiences characterizing the school's evolution as a metacognitive school.
In order for the Thinking Maps program to be implemented consistently and pervasively in. Students imitate what they see used in the classroom, therefore, it must become second nature for teachers to use Thinking Maps automatically in their daily instruction. Students imitate what they see modeled for them. Thus the following research questions will be addressed in this study:. Are Thinking Maps being implemented effectively on a school-wide basis in terms of reaching students as intended and delivering activities?
What are the most appropriate methods to ensure continued effectiveness of the program in terms of training and support for teachers so that they automatically use Thinking Maps in their instruction? What are the most appropriate methods to ensure continued effectiveness of the program so that students automatically use Thinking Maps inside and outside of the classroom?
Chevalleir, Ed. Thinking maps help students actively process information. The use of the maps creates immediate and specific questions. In a middle school classroom, the constant challenge is maximum engagement. The most effective revolutionary tools are elegant in their simplicity, leading to complex applications.
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Speaker-listener neural coupling underlies successful communication. Speed of processing in the human visual system, Nature, Vol Levitin, D.
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