CALLA INSTRUCTIONAL SEQUENCE GUIDELINES

Work in group:

We worked with Aldo’s Lesson Plan

METACOGNITION

METACOGNITION

It refers to higher order thinking which involves active control over the cognitive processes engaged in learning.

·         We engage in metacognitive activities everyday.

·         Metacognition enables us to be successful learners (critical role in successful learning).

·         It has been associated with intelligence.

·         It’s an asset for everyone to know they learn the best.

Metacognition has three stages.

v  Planning: How to approach a given learning task.

v  Monitoring comprehension.

v  Evaluating progress toward the completion of a task are metacognitive in nature.

Metacognition  is often simply defined as “thinking about thinking”

·         The term has been part of the vocabulary of educational psychologists .

·         The concept has been able to reflect on their cognitive experiences.

·         There are some distinctions between definitions, but all emphasize the role of    executive processes in the overseeing and regulation of cognitive processes.

·         Flavell further divides metacognitive knowledge into true categories: Knowledge of person variables , task variables and strategy variables.

Metacognive Knowledge

ü  Knowledge of person variables refers to general knowledge about how human beings learn and process information. (If your study session will be more productive if you work in the quiet place than where there are many distractions. On the other hand you have to be aware if you read and comprehend a science text it will take more time for you than if you read and comprehend a novel.

ü  Knowledge about strategy variales include knowledge about both cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropiat to use such strategies.

Coginitve Regulations

§  Metacognitive experiences involve the use of metacognitive  strategies or metacognitive regulation.

§  Metacognitive strategies are sequential processes that one uses to control cognitive activities. And to ensure that a cognitive goal (e.g. understanding a text).

§  These process help to regulate and eversee learning and consist of planning and motoring cognitive activities.

Cognitive vs. Metacognitive strategies.

§  Most definitions of metacognition include both knowledge and strategy components. One major issue involves separating what is cognitive form what is metacognitive strategy. The distinction lies on how the information is used.

§  Metacognition is referred to as thinking about thinking and involves overseen  whether a cognitive goal has been met.

§  Cognitive strategies are used to help an individual achieve a particular goal (understanding a text).

§  Metacognitive strategies are uses to ensure that the goal has been reached

Metacognition and intelligence

§  The ability to control one’s cognitive processes (self-regulation)has been linked to intelligence.

§  Metacomponents are responsible for figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly.

§  The executive processes involve planning, evaluating and motoring  problem-solving activities.

§  The ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.

Metacognition and Cognitive  strategy  Instruction

Cognitive  Strategy Instuction (CSI) is an instructional approach which emphasizes the development of thinking and processes as a means to enhance learning.

§  The objective of this is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors.

§  CSI is based on the assumption that there are identifiable cognitive strategies, previously believes to be utilizes by only the best and the brightest students.
§  Use of these strategies have been associated with successful learning
§  Most individual s of normal intelligence engage in metacognitive regulation when confronted with an effortful cognitive task.
§  Individuals can learn how to better regulate their cognitive activities.
Simply providing knowledge without experience or vies versa does not seem to be sufficient for the development of metacognitive  control

                                           HOMEWORK

2) Possible ways to foster metacognition

·    Making a plan for learning something.

·    Monitoring/Checking your own understanding

·    Time management.

·     Evaluating progress in completing  a task

·    Maintaining motivation

·    Focusing attention

·    Selecting the right strategies for a learning task

·    Organize your thoughts.

Complementary ideas.

There is a set of rules and effective strategies an individual can use in learning about domain-specific subject, such as reading, writing, mathematics. These strategies may include error detecting, effort and attention allocating, elaborating, self-questioning, self-explanation, constructing visual representations,  activating prior knowledge, rereading difficult text sections, and going back to revise.

·    Model strategies using the think-aloud method.

·    Guide students in using strategies in the classroom.

·    Encourage children to apply strategies in order to develop their own learning.

4) Research about automaticity and cognitive load.

In your own words, what is automaticity?

Is the ability to do something without thinking about it. For example are common activities such as walking, speaking, driving a car.

How do we develop automaticity?

When an activity is sufficiently, learned, practiced and repeated we develop automaticity.  We can focus the mind on other activities or thoughts, for example holding a conversation or planning a speech while driving a car.

What is cognitive load?

Cognitive load refers to the informational load that is being processed in working memory. When cognitive load is increased beyond our working memory capacity, learning is depressed (blocked).

Create an example of how teachers can change the amount of “extraneous cognitive load” on an assignment?

When the teacher explains the contents and then he/she gives to the students the instructions for making a portfolio with different activities related with what students had learned in class.

When have you felt that you had a “full” cognitive load?

I had a full cognitive load when I had to study different subjects for giving three tests in the same day. I was almost collapsed.

CATEDRA LESSON PLAN

https://docs.google.com/document/d/1aUBP5TVoBUZa6bP6eaOoKvQPVjAILzFi9gE6HhxkVCk/edit

REFLECTION

·    I chose these aims, because first I think they are possible to get for a student in 8^th grade.

·    I am emphasizing the listening and peaking skills.

·    It is important to introduce the students to a global world with people speaking other languages and with other cultures to be known and respected.

·    My closure represents that minimal objective, I want to get from my students, that is to identify continents and places around the world. We are not alone.

·    I think that one of the problems might be pronunciation, because we could need more time to get the proper sounds. The teacher could solve this introducing the next class with a review of the contents see in the previous lesson, emphasizing pronunciation aspects that more difficult.

·    The reflective component is presented by the student being able to recognize how much about the names of continents and languages he knows through the oral interaction.

·    My favorite activity was the map in which the students had to check the countries, continents and regions they know in which there are people speaking English.

·    I will include ICT using the data and my computes with a recording material to present names of the continents, countries and regions.

COURSEBOOK ASSESSMENT

COURSEBOOK ASSESSMENT

In some places coursebooks are taken for granted. Others they may not be used at all: The teacher works according to a syllabus, or according to his or her own programme, using textbooks and supplementary materials as the need arises.

ADVANTAGES OF USING A CORUSEBOOK

a) Framework

    A coursebook provides a clear framework:  Teacher and learners know where they are going and what is coming next, so that here is a sense of structure and progress.

B) Syllabus

    In many places the coursebook serves as a syllabus: If it is followed systematically, a carefully planned and balanced selection of language content will be covered.

c) Ready- made texts and tasks

    The coursebook provides texts and learning task which are likely to be of an appropriate level for most of the class. This of course saves time for the teacher who would otherwise have to prepare his or her own.

d) Economy

    A book is the cheapest way of providing learning material for each learner; alternatives, such as kits, sets of photocopied papers or computer software, are likely to be more expensive relative to the amount of material provided.

e) Convenience

    A book is a convenient package. It is bound, so that its components stick together and stay in order; it is light and small enough to carry around easily; it is of a shape that is easily packed and stacked; it does not depend for its use on hardware or a supply of electricity.

f) Guidance

For teachers who are inexperienced or occasionally unsure of their knowledge of the language, the coursebook can provide useful guidance and support.

g) Autonomy

The learner can use the coursebook to learn new material, review and monitor progress with some degree of autonomy.  A learner without a coursebook is more teacher-dependent.

DISADVANTAGES OF USING A COURSEBOOK

a) Inadequacy

Every class- in fact, every learner has their own learning needs: no one coursebook can possibly supply these satisfactorily.

    b) Irrelevance, lack of interest

The topics dealt with in the coursebook may not necessarily be relevant or interesting for your class.

c) Limitation

A coursebook in confining: it set structure and sequence may inhibit a teacher’s initiative and creativity, and lead to boredom and lack of motivation on the part of the learners.

    d) Homogeneity

Coursebooks have their own rationale and chosen teaching/learning approach. They do not usually cater for the variety of levels of ability and knowledge, or of learning styles and strategies that exist in most classes.

    e) over-easiness

Teachers find it too easy to follow the coursebook uncritically instead of using their initiative; they may find themselves functioning merely as mediators of its content instead of as teachers in their own right.

           ACTIVITY:  Work in pair

  Ø  Choose and analyze a coursebook

 



 

REFLECTION

I think that Chilean reality offers four hours for the English subject, so, the aims or objectives are too ambitious.

In the first Unit, the reading activity is focusing a very passive skill, because there are ways in which the students without understanding what his reading can guess the correct answers (drawings).

I think that this book is not appropriate for an eights middle schools, because the morphosyntax  content are too high (unit one contents, cover simple and complex sentences, simple present, simple past, present perfect , passive voice, connectors and pronouns.

On the other hand, I think that the focus of the book is centered in passives skills of comprehension and know skill for productions. Each unit present reading and listening comprehension.

The topics are interesting, and they enhance cultural values of our Chilean culture, example Gabriela Mistral is presented in Unit two and some national bands. All the topic are interesting, but there are too many for students. It is tiring at each of the modules. The teacher would have to filter some topics so as to motivate the student.

Maybe I would take out some pictures that would distract a boy form eight grade. They would pay too much attention to female figures instead of focusing in the contents and aims presented in the lesson.

The presentation is attractive, it has a lot of colors and uses a format where the students can write his answers straight in the book.

Maybe I would choose the most important tasks and leave some out, because I consider that there are too many activities for four hours a week.

 In the pronunciation students don’t practice the language enough, the same applies to grammar students can’t write a complete sentence. With the vocabulary is enough too.

  



HANDS - ON ACTIVITIES

HANDS- ON ACTIVITIES

Students learn in a variety of ways.  It is recommended that teacher use different teaching styles to meet English language learner’s needs.  Students who are learning the English language can benefit from a variety of learning modalities. For example, the tactile learner can have the opportunity to learn through hands-on activities, increasing the student’s learning experience.

According to the topic, I would like to share with you this thought.

I hear and I forget

I see and I remember

I do and understand


SIOP LESSON PLAN TEMPLATE  (IN GROUP)

https://docs.google.com/presentation/d/1_TPlDIgnOY3Mn3rZd-sZJTmU20HNyFAS91o0zJoo69o/edit#slide=id.p18

ACTIVITY IN GROUP