Sunday, October 15, 2023
Afterward, I realized our lectures and tutorials were well-structured based on the framework of Bloom's Taxonomy such as the instructional objectives and assessments (specifically refer to the micro-teaching activity), which is consistent with students' development from cognitive level to metacognitive level. Particularly speaking, we were taught first with the basic information of these theories (I listed above) involving concepts, facts, and information, and following that with concrete examples to learn step by step from the lower order to the higher order. In this process, students not only need to acquire knowledge (cognitive learning) but also develop skills to monitor as well as adjust their learning strategies to real examples (metacognitive learning) and even create, which links to information processing theory and encourages students to be efficient learners. Hence, appropriately applying Bloom's Taxonomy can effectively enhance students' overall development through observations. According to Krathwohl et al. (1964), understanding is a crucial foundation in students' cognitive capacities because it energizes them to associate and contextualize knowledge(eg. Dr. Lina called students to present their thoughts on ZPD theory, cognition, and metacognition theory). It is added by Anderson & Krathwohl (2001) that students are allowed to demonstrate the transfer of knowledge to real-world situations through the development of application skills(eg. the micro-teaching session that requires students to design a real class and teach). Krathwohl (2022) made supplements that students' critical thinking could be enhanced by evaluating the information (eg. one student of each group was called to answer thoughts, theories that they applied, and reflections). I think the reason why I hadn't realized this point before was that I only stayed at the understanding level without applying as well as analyzing this theory and if I looked it at from a different perspective like a lecturer designing the courses. Then we would realize the importance of this theory and its effectiveness.
Moreover, teachers' mediation (eg. scaffolding, effective feedback, asking questions, facilitating discussion, assessing progress, and so on during our classes) reminds me of the mediation of cognition and metacognition as well as mediation theory, and information processing theory. Previously, I only thought such behaviors of teachers served to guide students without other effects and I realized the importance of teachers' mediation until delving into research, which makes me excited because I can make full use of it in the future. This research picture demonstrated the importance of teacher mediation by presenting that students can achieve higher accomplishments and further develop from cognition to metacognition with the assistance of teachers. What's more, it is suggested that teachers' mediation is needed for students before they are able to become independent and effective learners (Guo, 2022). In addition, it is associated with information processing theory. Following Eggen & Kauchak's model of human memory, students will be able to recall information in working memory from what they have learned in the lesson and link it to future lessons.
Following the group activity session, the micro-teaching activity reminded me of the dialogic patterns (the picture below) that our group failed to apply when designing our lesson. These four components combined in one comprehensive approach that could prompt deeper learning, critical thinking, and metacognitive growth. I think the reason why our group forgot about it before was we emphasized the selected strategy too much, which caused the situation where we neglected other strategies that could be applied in the teaching. specifically speaking, our group should follow the dialogic assessment involving a two-way conversation between students and teachers to create a co-created learning environment and know their understanding, thinking process, and prior knowledge (eg. asking short questions to identify cognitive strengths and areas that need improvement). Next, provide content and information to establish a concrete foundation for learning(eg. providing the theme or topic of this lesson). It is called cognitive knowledge supply which serves as the initial step in learning where students acquire the necessary information and it forsters students to engage in critical thinking and metacognition. In addition, create activities such as think aloud, and do together to model students' metacognitive process, which can enhance their metacognitive skills to some extent (eg. make a demonstration on how to play the Pictionary game). Lastly, equip students with independent learning skills by providing tools, frameworks, approaches, or methods for self-regulation or independent learning(eg. teach students methods, and provide tools such as digital learning platforms...). Similarly, this pattern could be seen through the order of Dr. Lina's classes through my observations. As a consequence, following the dialogic pattern is effective in improving students' overall development. Following the dialogic pattern can lead to increased motivation as well as interest (Wegerif, 2011) higher-order thinking skills (Mercer & Howe, 2012), and better self-regulation with the development of problem-solving skills (Chapin et al, 2009).
Furthermore, the group evaluation gave me a refreshing and insightful viewpoint on cognition and metacognition development. In the group evaluation, Dr. Lina asked one student in each group to verbalize the thinking process, which is the think-aloud, and it forsters students to make explicit metacognitive processes and promotes reflections (Flavell, 1976). On the other hand, this session provided students with opportunities to take on the roles of teacher by clarifying and summarizing ( which is called Reciprocal Teaching) and it was proved to be effective in enhancing comprehension and metacognition (Palincsar & Brown, 1984). Likewise, it reminded me of the information processing model (which refers to human memory as composed of three crucial components: memory stores, cognitive process, and metacognition). In the evaluation process, students are able to be proactive roles who not only deem their group but also compare with other groups, which results in forming effective learning and accurate metacognition. On the contrary, Tulli et al. (2013) indicated that inaccurate or tendentious metacognition may lead learners to take suboptimal learning behaviors, resulting in lower levels of learning acquisition.
In the end, as a student as well as a future teacher, I will try to apply different strategies to foster students' development in all aspects such as singing songs (eg. 500 Miles that Dr. Lina presented during the tutorial), using a clip of movie to do a cloze and others. By the way, to further enhance my metacognitive development, I will apply the cognitive apprenticeship principle, where I will work as well as communicate more with more knowledgeable others. In this process, my metacognition could be enhanced through modeling, coaching, and scaffolding. Besides, I will be affected by others to have better self-regulation, comprehension, and so on. 
Reference list:
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
Chapin, S. H., O'Connor, C., & Anderson, N. C. (2009). Classroom Discussions: Using Math Talk to Help Students Learn. Math Solutions.
Flavell, J. J. (1976). Metacognitive Aspects of Problem Solving. The Nature of Intelligence, 231-236.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals, Handbook II: Affective domain. New York: David McKay Company Incorporated.
Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice, 41(4), 212-218.
Lina, G. (2020). Teacher's mediation in students' development of cognition and metacognition. Asia-Pacific Journal of Teacher Education, 50(5), 458-473.
Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12-21.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
Tullis, J. G., Finley, J. R., & Benjamin A. S. (2013). Metacognition of the testing effect: Guiding learners to predict the benefits of retrieval. Memory & Cognition, 41,429-442.
Wegerif, R. (2011). Towards a dialogic theory of how children learn to think. Thinking Skills and Creativity, 6(3), 179-195.
Geat work ShiWei！Your comprehensive account of the second week provides a vivid portrayal of your classroom experience. Your mention of the "Lucky Wheel" for group formation adds a delightful element to the narrative, showcasing an innovative teaching technique that sparks student engagement. The integration of various educational theories, such as Maslow's hierarchy of needs and Bloom's Taxonomy, demonstrates a strong connection between your classroom experiences and established pedagogical principles.
ReplyDeleteThe emphasis on technology, such as Pictionary games and multimedia, underscores the role of digital tools in enhancing learning. Students' cognitive load may be lessened with the use of multimedia cognitive theory. As stated by Mayer (2008).
It's evident that you're actively applying these strategies to make learning more interactive and effective. Additionally, your insightful reflection on teacher mediation, dialogic patterns, and group evaluations underscores the importance of fostering metacognitive growth and reflective learning.
Your forward-thinking approach, including plans for nurturing self-directed learning and addressing digital distractions with a designated charging station, reflects your commitment to creating an ideal learning environment. Your reflections offer valuable insights into the second week of classes and your aspirations as a future educator. đ
Thank you for sharing your valuable points and powerful references to help consolidate my argument on the effectiveness of the Pictionary game. I sincerely appreciate your valuable efforts and powerful viewpoints.
DeleteI also did some research on the strategy we applied during the micro-teaching session. According to Dewi et al. (2016), the communication games gave positive improvements in students' active participation, confidence, and fluency in speaking skills. I hope this will help us to form a better comprehension of the effectiveness of communication games in teaching.
By the way, I have to admit that every time I see your blogs and comments, I can gain some refreshing perspectives. You are always the more knowledgeable other (MKO) for me and thank you again for your kind comment and a new perspective for me that give to me.
May you have a good weekend.
Reference List:
Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using Communicative Games in Improving Students’ Speaking Skills. English Language Teaching, 10(1), 63–71. https://eric.ed.gov/?id=EJ1124241
wow your blog is very informative! It's clear that you've had a very enriching and insightful experience in the lecture this week, and your reflection on various teaching and learning strategies is well-detailed and thought-provoking.
ReplyDeleteIt's good to know that your group members are so nice and friendly. It aligns with Maslow's hierarchy of needs which we just learned. As long as the group environment makes you feel secure and being respected, I believe you will learn well and have a wonderful learning journey in your group.
I notice the awareness of the role of metacognition in learning is essential. Encouraging students to verbalize their thinking processes and take on teaching roles can lead to better comprehension and metacognition. It's vital for students to understand not only what they're learning but also how they're learning. Also, I think metacognition is a lifelong process even for adults to develop.
Moreover, this is my first time to know about Pictionary games from your group's micro teaching. Yes, I got the same feeling as you especially the spin was rotating, made people so nervous.
I read in your closing that you are focusing on your personal development, which also shows that you are going to be a good teacher in the near future.
Thank you for sharing your thoughts below my blogs. I would like to say I can not agree more with your points that "metacognition is a lifelong process even for adults to develop".
DeleteTo be honest, metacognition is really crucial for people to overall develop and if we could have a good master of this, we will benefit a lot from it.
By the way, I have to admit that I am also impressed by the micro-teaching of your group. I can always remember the song that your group played in that session. It was really interesting for me and I am attracted deeply.
In the end, I have to say it is really exciting to see that people have the same feelings as me. Thank you so much with the most sincerity and utmost gravity. May you be a good teacher as well in the near future.
Hellooo Shi Wei!!! I must say I loved the way your reflection is so detailed and how it showcases your deep understanding of the theories and teaching strategies we've covered in our lessons the past week. Your insights on how Bloom's Taxonomy aligns with Dr Lina's lecture structure demonstrate your deep understanding of effective teaching principles and their impact on cognitive and metacognitive development. How you've connected these theories with practical classroom experiences and activities, such as group evaluation and the application of dialogic patterns, demonstrates a thoughtful approach to teaching and learning, and I truly appreciate that! Thank you for sharing, and I can't wait to read more of your work soon!
ReplyDeleteHi!!! Suhanna! Thank you with the most sincerity and utmost gravity. I really appreciate your comments below my blog.
DeleteYou also did a good job in your reflection. I can see how much effort you make on your blogs. By the way, I have to say it is always intriguing for us to think deeper right? We need to critically think and reflect on ourselves so that we can acquire development. Besides, we can benefit a lot from this process.
Since you replied to me in the night, may you have a good night! ăăăăżăȘăă！hhhhh(•‿•)
Dear Commenters
ReplyDeleteI truly enjoyed your writing. I can see significant progress from your work in the first week to that in the second week.
"This research picture demonstrated the importance of teacher mediation by presenting that students can achieve higher accomplishments and further develop from cognition to metacognition with the assistance of teachers. What's more, it is suggested that teachers' mediation is needed for students before they are able to become independent and effective learners (Guo, 2022). In addition, it is associated with information processing theory. Following Eggen & Kauchak's model of human memory, students will be able to recall information in working memory from what they have learned in the lesson and link it to future lessons. "
This is a very good analysis of my theories. Much appreciated.
Please keep shining. Shiwei. I am proud of you.
Best wishes
Marked
Lina