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Enhancing Metacognitive Literacy: A Research Study Using Sticky Notes in the Classroom
Abstract
For this study, the researchers used a note-taking strategy for their Literacy and ESL methods graduate students to interact with their assigned text readings using sticky-notes to document their experiences in order to think metacognitively during their literacy meaning-making process. (The theoretical framework of the study was based on Louise Rosenblatt's 1938 transacting with text research.) The results of a mixed-research method approach served to validate the efficacy of the authors' sticky note/interacting-with-text approach, suggesting that this method can become a universal teaching/reading/learning/reflecting and discussion-enhancing metacognitive strategy appropriate for all levels of post-secondary students. Sticky notes allow me to think in the moment and remember more about the text than if I were just summarizing in the end….[they] grant me the freedom to express my thoughts, opinions, questions, and concerns with text that I might not have otherwise expressed. (Student's comments on an end-of-semester survey.) Maybe we can create a pseudonym for her and add the date (Jill, May 2, 2012?)
SMPN 3 Jember telah menerapkan kurikulum 2013 terintegrasi dengan literasi dan PPK melalui penerapan model pembelajaran yang sesuai dengan pendekatan saintifik. Penelitian ini menggunakan 3 indikator pada aspek kompetensi PISA 2015 yaitu 1)kemampuan menjelaskan fenomena ilmiah; 2)mengevaluasi dan merancang penelitian ilmiah; 3)menginterpretasi data dan bukti ilmiah. Tujuan Penelitian Tindakan Kelas ini untuk meningkatkan kemampuan literasi IPA.melalui inovasi model pembelajaran Jeng Kelin Gallaw pada siswa kelas VIII-A di SMP 3 Jember. Desain PTK Kemmis and McTaggrart dan dilakukan sebanyak 2 siklus. Indikator pencapaian keberhasilan yang digunakan adalah ada peningkatan kemampuan literasi IPA siswa pada aspek kompetensi menggunakan instrumen soal tes tulis dengan 3 indikator aspek kompetensi. Hasil ini menunjukkan bahwa inovasi model pembelajaran Jeng Kelin Gallaw dapat meningkatkan kemampuan literasi IPA siswa kelas VIII-A.
This paper establishes an approach for integrating civic engagement and service learning into freshman courses and senior capstone classes within civil engineering and construction management (CECM). The aim is to help produce an environment where students learn from each other while on internship. This may create a greater synergy between their coursework and actual community projects.
The CECM curriculum prepares students to be operative members in the society’s infrastructure. As such, CECM faculty recognizes the benefit in combining service learning activities into beginning engineering courses, as well as capstone courses. This is done by planning a feasible project with a community-based organization, having both beginning and senior level engineering students engage in it over a period of one to two semesters.
The paper discusses an effective approach on how to integrate learning in a reverse hierarchical manner. It also presents measures to evaluate both successes and failures of this approach. The projected longevity of the approach, tackling various projects, is integrated into the study. The two CECM faculty members also discuss the viability of transferring this approach to other universities and engineering colleges.
This paper establishes an approach for integrating civic engagement and service learning into freshman courses and senior capstone classes within civil engineering and construction management (CECM). The aim is to help produce an environment where students learn from each other while on internship. This may create a greater synergy between their coursework and actual community projects.
The CECM curriculum prepares students to be operative members in the society’s infrastructure. As such, CECM faculty recognizes the benefit in combining service learning activities into beginning engineering courses, as well as capstone courses. This is done by planning a feasible project with a community-based organization, having both beginning and senior level engineering students engage in it over a period of one to two semesters.
The paper discusses an effective approach on how to integrate learning in a reverse hierarchical manner. It also presents measures to evaluate both successes and failures of this approach. The projected longevity of the approach, tackling various projects, is integrated into the study. The two CECM faculty members also discuss the viability of transferring this approach to other universities and engineering colleges.
Purpose
– The purpose of this paper is to highlight issues relayed to appropriate design and conduct of qualitative studies in educational leadership.
Design/methodology/approach
– The paper is a conceptual/logical argument that centers around the notion that while scholars in the field have at times paid attention to such dynamics, it is important that issues special to the field are considered by all.
Findings
– The major findings indicate that researchers/analysts need to determine not only the existence and accessibility of the qualitative research design and its various data collection strategies for leadership studies but also its authenticity and usefulness, taking into account the original purpose, the context in which it is produced and the intended audience.
Originality/value
– Certain aspects of the paper relate to general issues of sound and generally accepted standards of research practice, but the authors also consider several issues that make educational leadership scholarship unique. The originality of the paper draws attention to certain dynamics that scholars should consider when designing and conducting qualitative research on educational leadership. In doing so, the authors not only draw on the literature but also on their own experience designing, conducting and publishing qualitative research on educational leadership.
The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The “developmental interdependence” hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The “threshold” hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggested that many evaluations of bilingual education programs have produced uninterpretable data because they have failed to incorporate the possibility of these interactions into their research designs.
Sixty‐six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note‐taking preferences and abilities. Students then were asked to provide a note‐taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self‐regulated note‐taking practices.