Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Throughout the book we have made a case for incorporating concept mapping into instructional planning to further teachers’ metacognitive learning and adaptive expertise. It is important to acknowledge, though, that we are not claiming that concept mapping is the be-all and end-all of instructional plan- ning. There are multiple steps involved outside of concept mapping includ- ing assessing students’ prior knowledge, reviewing resources, and adapting or developing instructional activities. Yet, concept mapping engages and makes visible the core thinking processes that are critical to instructional planning and important to student learning. These thinking processes include: • Identifying, retrieving, labeling, differentiating, and associating import- ant concepts • Prioritizing, analyzing, and elaborating key conceptual relationships • Organizing and reorganizing conceptual structures • Integrating conceptual structures to form a strong conceptual frame- work When these thinking processes become visible to individuals through con- cept mapping (i.e., metacognitive), they can more easily be shared in import- ant professional interactions. When teachers approach their practice with a 240 using concept mapping to foster adaptive expertise metacognitive awareness, they can better self-monitor and adapt their teach- ing in relation to student learning. Both the process and product of concept mapping provide teachers with metacognitive feedback to help them inte- grate their knowledge bases to refine their conceptual framework for teaching. Concept maps can serve as a focal point in mentoring dialogues to improve instructional planning. Collaborative teams of teachers can construct concept maps together to co-construct meaning across instructional contexts. The in- teractions stimulated by concept mapping for instructional planning...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.