{"id":955,"date":"2013-03-01T17:17:42","date_gmt":"2013-03-01T22:17:42","guid":{"rendered":"http:\/\/commons.trincoll.edu\/cli-research\/?p=955"},"modified":"2013-03-01T17:19:59","modified_gmt":"2013-03-01T22:19:59","slug":"jumping-back-into-metacognition-intervention","status":"publish","type":"post","link":"http:\/\/commons.trincoll.edu\/cli-research\/2013\/03\/01\/jumping-back-into-metacognition-intervention\/","title":{"rendered":"Jumping Back into Metacognition Intervention"},"content":{"rendered":"

After a long break Tim and I returned to Hartford Magnet Trinity College Academy<\/a>, excited to resume our research. We are delighted to be working with our community partner, Ms. Avery, and her eighth graders, but we were nervous that the long hiatus might affect the project. Last semester we began our two-semester senior capstone project which aims to help the academic performance of eighth graders by teaching them effective cognitive and metacognitive strategies. The strategies include study skills and other approaches for facilitating learning in the classroom. (See our\u00a0previous entry<\/a>\u00a0for details about the design of the project.) Tim and I were both concerned that the students might have forgotten all that we taught them in the fall, or that their enthusiasm might have diminished over the break.<\/p>\n

To our delight, the students welcomed us back with open arms. During our review session we discovered that many students remembered the lessons from the fall and even the activities that we had done. For instance, when I asked what we had learned about the planning step of metacognition, a few students gave suggestions of what planning means. As soon as I reminded students about the planning activity in which the boys planned for a trip to the desert and the girls planned for a trip to Antarctica, students\u2019 memories flooded back to them and hands shot into the air to answer my questions. Students then remembered the importance of planning, both for an exotic vacation and an academic task. In the same way that students know not to plan to wear an overcoat to the desert, they now realize they need to plan before jumping into a homework assignment.<\/p>\n

Following the initial review session, we continued on our journey to learn about each step in the metacognitive model. We moved on to the \u201cApply Strategies and Monitor Performance\u201d step. (See the chart below to understand the steps of our research.)<\/p>\n

\"\"<\/a>

Tim and I use this 5-Step Model of Metacognition to teach 8th graders about learning.<\/p><\/div>\n

 <\/p>\n

The class played Metacognition Jeopardy in order to gauge their own knowledge of how, when, and why to use cognitive strategies. The Bumblebees, Pink Panthers, Purple Team, and Dream Team battled it out for bragging rights and Smarties candies. Teams huddled together before providing their answers to questions like, \u201cWhat strategy should you use when you are trying to memorize a group or list?\u201d (Correct Answer- Mnemonics). In the end the Pink Panthers came out on top, but each group participated and hopefully walked away knowing more about metacognition and using cognitive strategies effectively.<\/p>\n

We are looking forward to finishing our lessons on metacognition and cognition in the next few weeks. We will wrap up our time with the students by bringing the class to Trinity College<\/a> for a fun and engaging tour of the campus and an opportunity to introduce the eighth graders to interesting Trinity College students.<\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

After a long break Tim and I returned to Hartford Magnet Trinity College Academy, excited to resume our research. We are delighted to be working with our community partner, Ms. Avery, and her eighth graders, but we were nervous that the long hiatus might affect the project. Last semester we began our two-semester senior capstone […]<\/p>\n","protected":false},"author":477,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[25,31,7],"tags":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/posts\/955"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/users\/477"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/comments?post=955"}],"version-history":[{"count":17,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/posts\/955\/revisions"}],"predecessor-version":[{"id":978,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/posts\/955\/revisions\/978"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/media?parent=955"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/categories?post=955"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/tags?post=955"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}