CLCS Unit Lesson 4
CLCS Unit Lesson 4
UNIT OBJECTIVE: Educators & students will be able to recognize what they’ve learned, what still needs to be learned, and potentially see a pathway to get from one place to the other.
When reflecting, we spend time alone with our thoughts. The US Constitution First Amendment guarantees Americans the right to free speech, but we all recognize that the norms of a harmonic society require limits upon its expression. The common example of yelling “fire” in a crowded theater (when there is no fire), would indicate a forbidden exercise of free speech. When reflecting alone in our heads there are no such restrictions, but our psyche does have a filter through which we attempt to preserve our peace of mind through limiting the expression of those thoughts.
In using metacognitive reflection as applied to learning, we primarily are learning how to overcome the filter, or at least clean it off so that we may view its collection of thoughts. Applied over time, we may learn what we used to know, what we’re learning, and what still remains to be learned. As a higher thought process, metacognition may assist in learning through Problem Based Learning (PBL) or through a variety of task-oriented strategies, repeated sufficiently enough that students generalize the practice to overall problem solving (Gagne, et al., p. 79). No matter how students learn of the process, actual application in practice is how it is learned. Thus in using metacognition, the frequency of its application enhances understanding the meaning of reflection far more than a single, extended-time instruction.
Therefore, metacognitive exercises are placed throughout this course, beginning with the survey, an Initial thoughts entry prior to the in depth collaboration discussions, and again here in the metacognitive area prior to assessments. It is hoped that some reflection will also arise in the discussions, as students learn the usefulness of learning to pause their thoughts.
Reflection provides a manner of synthesizing new information, and recognizing what has been learned. After reading through the various areas of food allergies represented as an example for computer supported collaborative learning, what have you learned about a) computer collaboration b) computer support c) collaboration with colleagues taking the same course and d) the material of the example? Please enter your Reflective thoughts here.
Please record your thoughts below, and address other colleagues' input that you wish to discuss further. Entries addressed to other colleagues benefit from an inquiry- based approach, so do not be shy with your questions! This may also be the best time to review your Initial thoughts.
CLCS Lesson Units Introduction
CLCS Unit Lesson 1 Vocabulary
CLCS Unit Lesson 2 Space for Discussion Task
CLCS Unit Lesson 3 Resource Sharing
CLCS Unit Lesson 4 Metacognitive Strategies
CLCS Unit Lesson 5 Assessment Tools
Elizabeth Kinney EK Main Page
Portfolio EK EK Portfolio
ETAP 623 Spring 2009 Learning Commmunity