Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Concept maps are powerful tools that promote metacognitive learning for both students and teachers. The practice of concept mapping is a long-standing learning strategy with a robust research base showing its impact on student achievement (Hattie, 2009; Novak, 1998). In the same way that concept mapping benefits students’ learning, it can also benefit teachers’ learning. Specifically, concept mapping can function as embedded professional development for teachers in the context of their instructional planning. The underlying thinking processes are timeless in that they are required for realizing virtually any curricular standards.
This book is intended to help teachers at all levels integrate concept mapping into their instructional planning routines in service of building their adaptive expertise. The concept mapping practices described in the book provide a systematic approach to help teachers become more metacognitive and refine their conceptual frameworks for teaching. We argue that as teachers become more metacognitive in their instructional planning, they will ultimately improve the academic performances of their students. Aspiring teachers, practicing teachers, and those who support their growth should find value in the principles and practices outlined in this book. ← vii | viii →
The book consists of three main parts. Part I, comprised of chapters 1, 2, and 3, presents the theoretical and empirical foundations for how and why concept mapping is such a powerful tool for teachers in their instructional planning. Part II (chapters 4, 5, 6, and 7) draws upon the foundations in Part I to outline the four...
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