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The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.
The first fundamental principle of effective classroom feedback is that feedback should be more work for the recipient than the donor.
The term thinking skills refers to a cluster of a large number of related skills, and in the DP particular focus is placed on skills such as metacognition, reflection and critical thinking. Many categorisations of thinking skills also emphasise related behaviours such as “curiosity, flexibility, posing problems, decision making, being reasonable, creativity, risk taking, and other behaviours that support critical and creative thought” (Costa and Kallick 2009).
Source: Approaches to teaching and learning in the Diploma Programme
what is metaCognition?
what is metaCognition?
Metacognition is typically defined as “thinking about thinking”. It means how we understand and reflect upon how we learn. Once we understand how we learn, we can then become better at it.
HOW CAN i use reflection to become a better learner?
HOW CAN i use reflection to become a better learner?
One of the most powerful ways to improve is to recognise that learning is a cyclical process. If you only complete part of the circle, your learning will not be enriched by the feedback you have been given. You will remain a passenger of your learning, not the pilot.
'Self-regulated learning is a cyclical process, wherein the student plans for a task monitor their performance, and then reflects on the outcome. The cycle then repeats as the student uses the reflection to adjust and prepare for the next task. The process is not one-size-fits-all; it should be tailored for individual students and specific learning tasks.'
Source: Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice
BY KNOWING WHAT WE DO NOT KNOW, WE CAN LEARN.
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