Developing Metacognitive Teaching Strategies Through Lesson Study

ISBN-13: 9789811655685 / Angielski / Miękka / 2021 / 73 str.

Eric C. K. Cheng; Joanna K. M. Chan

Spis treści

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.

O autorze

Dr Eric Cheng is a specialist in Lesson Study and Knowledge Management. He is currently an associate professor at the Education University of Hong Kong’s Department of Curriculum and Instruction. Eric holds a Doctor of Education in Education Management from the University of Leicester. His publication covers Lesson Study and knowledge management in various national and international journals. Eric is the author of two academic books entitled Knowledge Management for School Education, and Successful Transposition of Lesson Study: A Knowledge Management Perspective. He has served as the principal investigator in more than 20 externally funded research and development projects.

Ms Joanna Chan is a vice-principal of the Lutheran Secondary School. She is a very experienced science teacher holding a Bachelor degree of Science in Biology from the  University of Hong Kong and a Master degree of Education in Curriculum and Instruction from the Chinese University of Hong Kong. Joanna is a candidate for a Doctoral of Education from the Chinese University of Hong Kong. Her research focuses on pedagogies for teaching metacognitive and critical thinking.

Blurb

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.