Metacognitive Strategies: In My Head
A minimum of one-paragraph stating why you chose the strategy you selected with an emphasis on how you think this strategy will benefit your CLD students (focus on the linguistic, academic, cognitive, and sociocultural dimensions of the CLD student biography).
I like this strategy because it is very useful for limited English speaking skills. They will have guideline before they speak and it is crucial to develop self confident. Not just that, they can relay what they have by not specifically using words and sentences but using pictures as well including using their native languages. I like it because I can know individual students’ understanding as CLD students bring rich information pertaining to their culture and knowledge that we don’t have access to it and need to tap into.
This strategy is interesting to me as metacognitive strategy can be used in showing/reflecting comprehension of students. Students show their understanding through putting his/her self in the situation, for example, reflecting the drawing that they made and perceive it as themselves. I can understand the story of Pocahontas because I have a spirit like Pocahontas.
If the reader can/show some reflection upon their readings by specifically having inner conversation during reading, this might be jotted down in their note books. Not just that, this can be very obvious if students clarify their reading with teacher but asking/requesting the lesson that they should get from their reading materials.
? A minimum one-paragraph description of how you introduced the strategy (was it modeled as a whole group, in a small group, pairs, etc.).
First will be distributing the handouts and when they finish reading, ask them to write/draw what they are thinking. Tell the students that they can use their native language to record their thoughts.
? A minimum one-paragraph description of how the strategy was implemented (in what ways was the strategy practiced and applied by the students during the lesson).
The strategy is implemented to know students realize on their own thinking. This is to develop good readers that monitor their thinking and understanding. This is to build their comprehension by their ability to verbalize their thoughts aloud while reading. Students will be thought to unleash anything that they have in mind without having fear that it might be discriminated.
? A minimum one-paragraph description of how the strategy was wrapped up at the end of the lesson (what was done to conclude the strategy with the students).
After the students explaining their thinking verbally/through writing, teacher will comments on students’ thoughts. Teacher will make comparisons with the students ‘thoughts and with others as well, to enrich variety of views as there are wide ranges of cultures and background experiences of CLD students.
? A minimum one-paragraph summary of the impact the activity had on your ELL students as a result of the adaptations.
It’s a good activity as students can freely put their thoughts on the materials that they read. They can express it through writing/ by drawing pictures and at the same time get helps from paraprofessional to assist them in conveying the information and understanding that they have in minds.
? What recommendations would you have for implementing this strategy in the future (e.g., what additional adaptations or materials would you use to further enhance the strategy for CLD students).
Teacher can make it more meaningful by finding the texts according to students’ culture rather than the whole class share the same text.. Teacher must be aware that whatever responses that he/she receives either in form of oral or written responses, it is actually a reflection of how kids show/monitor their comprehension. It is good if teacher can get overall ideas of his/her responses(students) before giving comments/judgment.
Tags: cognitive, diffrentiated strategies.literacy, metacognitive, reading lessons