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2. What is adolescent egocentrism, and how might it have
contributed to the students failure to take notes?
3. How might prior knowledge about George Washington have been
a factor in students use of meta-cognitive skills during this unit?
4. Why was it important for Tom to take time to teach different
note-taking strategies rather than just telling his students to be sure
to take notes?
5. What advice could Tom have given his students to help them
make the best use of their study time before the exam?
6. How could students have used planning and monitoring
strategies as they wrote down their talking points for the Continental
Congress?
High School: I Don t Understand
These questions refer to the case study on page 212.
1. What types of metacognitive knowledge are evident in So Yoon s
reflection on her teaching? What types of metacognitive knowledge
are evident in the students responses and actions during the
lesson?
2. How might students understanding of the repeating decimals
task have influenced their use of metacognitive strategies during the
math lesson?
3. In what way does So Yoon display characteristics of having a
personal fable? Is it realistic to think that a teacher would have a
personal fable?
4. Could students have used their notes from previous class
sessions to help them better understand the materials? Explain.
5. How could students have used self-monitoring and evaluation
during the lesson? How could So Yoon have helped students use
monitoring and evaluation during the lesson?
6. How did So Yoon use self-monitoring as a metacognitive strategy during her
delivery of the lesson?
boh7850x_CL4Mod12.p214-228.indd 228 boh7850x_CL4Mod12.p214-228.indd 228 10/9/08 8:48:22 AM
10/9/08 8:48:22 AM [ Pobierz całość w formacie PDF ]
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2. What is adolescent egocentrism, and how might it have
contributed to the students failure to take notes?
3. How might prior knowledge about George Washington have been
a factor in students use of meta-cognitive skills during this unit?
4. Why was it important for Tom to take time to teach different
note-taking strategies rather than just telling his students to be sure
to take notes?
5. What advice could Tom have given his students to help them
make the best use of their study time before the exam?
6. How could students have used planning and monitoring
strategies as they wrote down their talking points for the Continental
Congress?
High School: I Don t Understand
These questions refer to the case study on page 212.
1. What types of metacognitive knowledge are evident in So Yoon s
reflection on her teaching? What types of metacognitive knowledge
are evident in the students responses and actions during the
lesson?
2. How might students understanding of the repeating decimals
task have influenced their use of metacognitive strategies during the
math lesson?
3. In what way does So Yoon display characteristics of having a
personal fable? Is it realistic to think that a teacher would have a
personal fable?
4. Could students have used their notes from previous class
sessions to help them better understand the materials? Explain.
5. How could students have used self-monitoring and evaluation
during the lesson? How could So Yoon have helped students use
monitoring and evaluation during the lesson?
6. How did So Yoon use self-monitoring as a metacognitive strategy during her
delivery of the lesson?
boh7850x_CL4Mod12.p214-228.indd 228 boh7850x_CL4Mod12.p214-228.indd 228 10/9/08 8:48:22 AM
10/9/08 8:48:22 AM [ Pobierz całość w formacie PDF ]