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Developing metacognitive teaching st...

Chan, Joanna K. M.

Developing metacognitive teaching strategies through lesson study

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing metacognitive teaching strategies through lesson studyby Eric C. K. Cheng, Joanna K. M. Chan.
作者:	Cheng, Eric C. K.
其他作者:	Chan, Joanna K. M.
出版者:	Singapore :Springer Singapore :2021.
面頁冊數:	ix, 79 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Cognitive learning theory.
電子資源:	https://doi.org/10.1007/978-981-16-5569-2
ISBN:	9789811655692$q(electronic bk.)

Developing metacognitive teaching strategies through lesson study
Cheng, Eric C. K.

Developing metacognitive teaching strategies through lesson study[electronic resource] /by Eric C. K. Cheng, Joanna K. M. Chan. - Singapore :Springer Singapore :2021. - ix, 79 p. :ill., digital ;24 cm.

The Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.

The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students' learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers' metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students' metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning.

ISBN: 9789811655692$q(electronic bk.)

Standard No.: 10.1007/978-981-16-5569-2doiSubjects--Topical Terms:

297730
Cognitive learning theory.

LC Class. No.: LB1590.3 / .C446 2021

Dewey Class. No.: 370.1523

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520 $a The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students' learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers' metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students' metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning.
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