English 8/9 (1)

Today students reviewed metacognition: the understanding of one's own ability to learn.

We then came up with some different ways that students themselves learn.  From this list, we generated a possible list of activities that would enable students to best show their learning.

Students were given a handout that covers the breakdown of Blooms Taxonomy.  From this, we listed all of the different cognitive criteria that must be met in order for an individual project to enable maximum learning to take place.

The Cognitive Process Dimension

The Knowledge Dimension	1. Remember – Retrieving relevant knowledge from long-term memory 1.1 Recognize 1.2 Recalling	2. Understand – Determine the meaning of instructional messages, including oral, written, and graphic communication 2.1 Interpreting 2.2 Exemplifying 2.3 Classifying 2.4 Summarizing 2.5 Inferring 2.6 Comparing 2.7 Explaining	3. Apply – Carrying out or using a procedure in a given situation 3.1 Executing 3.2 Implementing	4. Analyze – Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall structure or purpose 4.1 Differentiating 4.2 Organizing 4.3 Attributing	5. Evaluate – Making judgments based on criteria and standards 5.1 Checking 5.2 Critiquing	6. Create – Putting elements together to form a novel, coherent whole or make an original product 6.1 Generating 6.2 Planning 6.3 Producing
A. Factual Knowledge – The basic elements that students must know to be acquainted with a discipline or solve problems Aa. Terminology Ab. Specific details and elements
B.  Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together Ba. Classifications and categories Bb. Principles and generalizations Bc. theories, models, and structures
C. Procedural Knowledge – How to do something: methods of inquiry, and criteria for using skills, algorithms, techniques, and methods Ca. Subject-specific skills and algorithms Cb. Subject-specific techniques and methods Cc. Criteria for determining when to use appropriate procedures
D. Metacognitive Knowledge – Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition Da. Strategic knowledge Db. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge Dc. Self-knowledge

Students then began the process of devising their own projects.  They will also be in charge of creating the criteria and assessment of these projects.

Students will fill out a form next class and need parents and me to sign off on their projects before they may begin.