In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
To enable the critique of this qualitative paper by Paul Canning, the Caldwell framework will be used, although other frameworks will be also be accessed throughout (Appendix 1). This framework was chosen as it provided structure and clarity to the assessment process (Caldwell 2005). The purpose of qualitative research is to gather an in-depth understanding of a lived experience (Miller 2010). The title is the first thing the reader sees and should draw the readers’ attention, be concise and inform the reader of the subject matter (Polit and Beck,
Further research should be done using the HEIghten method. Since lack of critical thinking skills is seen at the high school level, it would be beneficial to use it as an assessment prior to applying to colleges, perhaps in freshman and sophomore years. Another area of research proposed by the authors is the idea of using motivation prior to giving students the assessment exam. Evidence points to increasing student motivation leads to higher assessment scores. Bashith, A., and Amin, S. (2017).
Lynch and Maclean (2001) tried to investigate the effectiveness of the interactive tasks on language development. The study consists of 14 English for Special Purposes (ESP) learners. The participants formed pairs, and each pair was asked to make a poster about a research article. One of the learners in each dyad interacted with other learners in his working team. The findings revealed that the expert peers did not improve their level of English language proficiency, however, their language use improved as a result of repeating their performance for the learners.
Various qualitative research methods were examined to indentify which approach would best meet the aims and objectives of this study including phenomenology, case study, grounded theory and ethnography. Phenomenology is concerned with the experiences of people within their life world (Polit and Beck, 2011). Phenomenology is useful when the topic being researched is related to the life experience of humans and when the topic is poorly understood (Streubert and Carpenter, 2011). Phenomenology has been used by a number of researchers examining bereaved parents’ experiences (Samuelsson et al. 2001; Adolfsson et al.
Because there are ideas that emanate from the data, it allows the researchers to establish a theme from the interviews which then gives the study momentum to move forward. Phenomenology allows the experiences to have meaning and a way to understand what is happening. The results also allow for new ideas and policy changes that make way for new innovative ways of providing care for future nursing. The use of qualitative research allows the researchers to showcase the contributions that nurses make every day and how understanding their approach to care from a personal perspective can ultimately improve and continue to make positive changes in the way nursing care is delivered. Description of
Simply by looking at what was successful in the past, it becomes easier to develop assessments that are flexible to all learning styles. This skill of metacognition can be used in everyday life, specifically when connecting it the course theme of consciousness and awareness. The respectable judge Antonin
It should be mentioned that albeit the mecognitivley aware students show better performance and are more strategic learners than those less cognizant of (Zimmerman and Martinez-Pons, 1990), there is some inconsistency between findings in some researches. Study carried out by Pokay and Blumenfeld (1990) that showed the negative relationship between meatcognitive strategy use and achievement . To quote Zimmerman (1995), “it is one thing to possess metacognitive knowledge and skill but another thing to be able to self-regulate its use in the face of fatigue, stressors, or competing attractions” (p.
Krashen (2017) studied the role of input (Reading) and instruction in developing writing ability. The researcher attempts to review the arguments of supporting hypothesis whether we acquire advanced skills in composition primarily in reading, specifically by self-motivated reading for interest and or pleasure. This apparent contradiction is resolved by the simple hypothesis that reading and instruction or practice make different sorts of contributions to the development of writing skills. Awad Soliman Keshta, Ismail Ibrahim Harb, 2013: The effectiveness of a blended learning program on developing Palestinian tenth grader’s English writing skills. With this regards, the researchers sought to answer whether the other four macro-skills has a contribution in the acquisition of writing of the students.