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 planning. There are multiple steps involved outside of concept mapping including 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:
When these thinking processes become visible to individuals through concept mapping (i.e., metacognitive), they can more easily be shared in important professional interactions. When teachers approach their practice with a ← 239 | 240 → metacognitive awareness, they can better self-monitor and adapt their teaching in relation to student learning. Both the process and product of concept mapping provide teachers with metacognitive feedback to help them integrate 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 interactions stimulated by concept mapping for instructional planning amplify individual and collective metacognitive learning. ← 240 | 241 →
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