Question
Answered step-by-step
Watch the video, " Thinking About Thinking: Metacognition(Links to...
Watch the video, "Thinking About Thinking: Metacognition (Links to an external site.)," and
write detailed reflection that includes how you will apply this new information in your
classroom. Use the questions below to guide your reflection
Metacognition Video Reflection:
https://learner.org/series/the-learning-classroom-theory-into-practice/thinking-about-thinking-
metacognition/?jwsource=cl
Use the following questions to guide your reflection.
1. What are some of the strategies you noticed Ms. Hearn using to teach about thinking
strategies in her classroom?
2. What kinds of questions do students need to ask themselves as they are doing the work
of your subject matter?
3. What do you think may be useful about the way Ms. Hearn uses rubrics in her
classroom?
4. What benefits, and challenges do you perceive in using rubrics in the classroom?
5. How do you think mind maps might help students think about their thinking?
6. What are some of the ways the students in Ms. Hayes-Parvin's classroom are reflecting
on their own practice?
7. How might reflection help us to use our learning "again and again," as Shulman
suggests?
8. How do you think these students are benefiting from teaching teachers about their
language arts classroom?
Be sure to include:
• Reflection-A detailed reflection of your thoughts and reactions to three key ideas from
the article and/or video
• Experiences and Content-References to personal experiences and content we are learning
in the course
• Classroom Application-A detailed explanation of how you could apply information from
the article in the classroom
, Answer & Explanation
Solved by verified expert
Rated Helpful
1. Some of the strategies that Ms. Hearn uses to teach about thinking strategies in her classroom
include using a think-aloud model, asking questions, and providing opportunities for students to
practice using the strategies.
2. Some questions that students may need to ask themselves as they are doing the work of your
subject matter include:
• What is the problem or task that I am trying to solve?
• What information do I need to solve the problem or complete the task?
• What are some different ways that I could approach this problem or task?
• Which strategy makes the most sense to use in this situation?
• Am I making progress towards solving the problem or completing the task?
• What else could I do if I am stuck?
3. Using rubrics can provide several benefits to both teachers and students. Rubrics can help to
ensure that students are held to the same standards and can provide a more objective way to
assess student work. Additionally, rubrics can provide clear expectations for students and help
them to understand what is expected of them. This can lead to students feeling more prepared
and confident in their ability to complete the task.
4. Benefits
Rubrics are helpful to instructors in the following ways:
• Maintain uniformity in the grading of assignments from one student to the next.
• You will economize time in the grading process, both in the short term and the long term.
• Feedback should be given in a timely manner, should be effective, and should promote
student learning in a way that is sustainable.
• Students and teaching assistants for the course should have the expectations and
components of an assignment made clear to them (TAs).
• Refine teaching strategies by analyzing the results of using rubrics.
Students benefit in several ways from using rubrics:
• Having an understanding of the requirements and components of an assignment is
essential.
• Develop a heightened awareness of their learning process as well as their progress.
• Enhance the quality of the work through timely and specific feedback.
Challenges
• There's a chance that the rubrics won't cover everything the teacher wants the students to
know. If teachers utilize the rubric to instruct students on what to include in an
assignment, then they might just include that. They might learn nothing else. This
drawback can be overcome by using multiple assessments, targeted training, or
discussion in conjunction with the task.
Answered step-by-step
Watch the video, " Thinking About Thinking: Metacognition(Links to...
Watch the video, "Thinking About Thinking: Metacognition (Links to an external site.)," and
write detailed reflection that includes how you will apply this new information in your
classroom. Use the questions below to guide your reflection
Metacognition Video Reflection:
https://learner.org/series/the-learning-classroom-theory-into-practice/thinking-about-thinking-
metacognition/?jwsource=cl
Use the following questions to guide your reflection.
1. What are some of the strategies you noticed Ms. Hearn using to teach about thinking
strategies in her classroom?
2. What kinds of questions do students need to ask themselves as they are doing the work
of your subject matter?
3. What do you think may be useful about the way Ms. Hearn uses rubrics in her
classroom?
4. What benefits, and challenges do you perceive in using rubrics in the classroom?
5. How do you think mind maps might help students think about their thinking?
6. What are some of the ways the students in Ms. Hayes-Parvin's classroom are reflecting
on their own practice?
7. How might reflection help us to use our learning "again and again," as Shulman
suggests?
8. How do you think these students are benefiting from teaching teachers about their
language arts classroom?
Be sure to include:
• Reflection-A detailed reflection of your thoughts and reactions to three key ideas from
the article and/or video
• Experiences and Content-References to personal experiences and content we are learning
in the course
• Classroom Application-A detailed explanation of how you could apply information from
the article in the classroom
, Answer & Explanation
Solved by verified expert
Rated Helpful
1. Some of the strategies that Ms. Hearn uses to teach about thinking strategies in her classroom
include using a think-aloud model, asking questions, and providing opportunities for students to
practice using the strategies.
2. Some questions that students may need to ask themselves as they are doing the work of your
subject matter include:
• What is the problem or task that I am trying to solve?
• What information do I need to solve the problem or complete the task?
• What are some different ways that I could approach this problem or task?
• Which strategy makes the most sense to use in this situation?
• Am I making progress towards solving the problem or completing the task?
• What else could I do if I am stuck?
3. Using rubrics can provide several benefits to both teachers and students. Rubrics can help to
ensure that students are held to the same standards and can provide a more objective way to
assess student work. Additionally, rubrics can provide clear expectations for students and help
them to understand what is expected of them. This can lead to students feeling more prepared
and confident in their ability to complete the task.
4. Benefits
Rubrics are helpful to instructors in the following ways:
• Maintain uniformity in the grading of assignments from one student to the next.
• You will economize time in the grading process, both in the short term and the long term.
• Feedback should be given in a timely manner, should be effective, and should promote
student learning in a way that is sustainable.
• Students and teaching assistants for the course should have the expectations and
components of an assignment made clear to them (TAs).
• Refine teaching strategies by analyzing the results of using rubrics.
Students benefit in several ways from using rubrics:
• Having an understanding of the requirements and components of an assignment is
essential.
• Develop a heightened awareness of their learning process as well as their progress.
• Enhance the quality of the work through timely and specific feedback.
Challenges
• There's a chance that the rubrics won't cover everything the teacher wants the students to
know. If teachers utilize the rubric to instruct students on what to include in an
assignment, then they might just include that. They might learn nothing else. This
drawback can be overcome by using multiple assessments, targeted training, or
discussion in conjunction with the task.
