Developing Metacognitive Teaching Strategies Through Lesson Study

Cheng, Eric C. K.; Chan, Joanna K. M.

doi:10.1007/978-981-16-5569-2

Cited by 5 publications

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“…Eight participants completed three phases: baseline, eight-week intervention, and follow-up. Additional investigation also supports this finding [ 22 - 24 ]. A study reveals that executive function evaluations are rarely used in post-stroke care.…”

Section: Discussionsupporting

confidence: 64%

Effect of Meta-Cognitive Strategy-Based Activities on Executive Functioning, Social Networking, and Instrumental Activities of Daily Living Among Women

Jessy

2024

Cureus

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Background Aging has an impact on women's quality of life and is closely correlated with deteriorating social support systems and cognitive abilities. This project intends to improve women's performance, independence, and quality of life by using meta-cognitive strategy-based activities to improve executive functioning and their capacity to maintain social networks. The ultimate objective is to keep older women's cognitive abilities from declining and to give them more independence in carrying out essential everyday tasks. By enhancing their executive functioning skills, women will be better equipped to navigate daily challenges and maintain their autonomy. Additionally, the project aims to provide a supportive environment for older women to engage in social activities and strengthen their social connections, ultimately leading to a more fulfilling and enriched quality of life. Aims and objectives The study aims to evaluate the impact of meta-cognitive strategy-based activities on executive functioning, social networking, and instrumental activities of daily living. This study is specifically for women. Materials and method This is a quasi-experimental design with convenience sampling and selected samples (n=70), who were then split into two groups: an experimental group (n=35) and a control group (n=35) based on the inclusion and exclusion criteria. The experimental group received intervention based on meta-cognitive strategies through various activities, while the control group did not receive any specific intervention except health education. Pre- and post-tests were conducted to measure the changes. Executive functioning was assessed using the Brief Executive Function Assessment Tool (BEAT), social networking was assessed using the Lubben Social Networking Scale, and instrumental activities of daily living were assessed using the Lawton Brody Instrumental Activities of Daily Living Scale. The duration of the study was six months, three sessions per week, lasting 45 minutes to an hour each. The statistical analysis was done with significance at a 5% alpha level using IBM SPSS version 29.0 (Armonk, NY: IBM Corp). Results The pre-test and post-test data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney test. Since the p-value of the experimental group was 0.00 for the Lubben Social Networking Scale, the BEAT, and the Lawton Brody Instrumental Activities of Daily Living Scale, the alternate hypothesis was accepted. Thus, the results showed significant improvement in executive functioning, social networking, and instrumental daily living activities in the experimental group compared to the control group. Conclusion The clinically significant finding of this study was that the participants were enthusiastic and motivated to engage in meta-cognitive strategy-based activities; furthermore, there was a significant improvement in the experimental group when compared with the control group in exe...

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Section: Discussionsupporting

confidence: 64%

Effect of Meta-Cognitive Strategy-Based Activities on Executive Functioning, Social Networking, and Instrumental Activities of Daily Living Among Women

Jessy

2024

Cureus

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“…Hoy, los especialistas reconocen explícitamente la importancia de la metacognición en la educación (Beach et al, 2020;Devers et al, 2018;Morales, 2019) y su relevancia como componente fundamental en los procesos de aprendizaje (Hurtado, 2017;Martínez & Valencia, 2021;Ohtani & Hisasaka, 2018;Olsen et al, 2019). Su desarrollo facilita al estudiante el logro de la autoconciencia, la autorregulación y la autonomía en los aprendizajes (Hainguerlot et al, 2018;Kaya & Keçik, 2021), suficientes para el desarrollo del aprender a aprender (Burón, 2012;Cheng & Chan, 2021;Ruiz, 2020).…”

Section: Las Habilidades Metacognitivasunclassified

“…Estudios actuales han mostrado la influencia de los estilos de aprendizaje en cómo las personas toman decisiones, interactúan con los demás y desarrollan estrategias de aprendizaje (Marcos et al, 2021;Rosero, 2019;Trelles et al, 2018). Por otro lado, hoy se entiende que el desarrollo de la metacognición es una de las bases para generar habilidades de pensamiento, autorregular los aprendizajes y lograr aprendizajes profundos y significativos (Cheng & Chan, 2021;Gutiérrez & Montoya, 2022;Schunk & Greene, 2018;Seli & Dembo, 2020;Velzen, 2016). En virtud de esta influencia, las habilidades metacognitivas -en especial, su rol en el desarrollo de la capacidad de aprender a aprender-son consideradas actualmente habilidades transversales en los currículos nacionales de todos los niveles educativos (Fadel et al, 2016).…”

Section: Introductionunclassified

Estilos de aprendizaje y metacognición en la Práctica Profesional

2022

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Diversas investigaciones confirman la relevancia de considerar los estilos de aprendizaje de los estudiantes y el dominio de habilidades metacognitivas para el logro de aprendizajes profundos y significativos en la formación de estudiantes de educación superior. Aun cuando las competencias para la formación de técnicos y universitarios son distintas, las investigaciones sobre estilos de aprendizaje y metacognición en estudiantes de educación superior se han enfocado en carreras profesionales universitarias. Este artículo presenta un estudio que pretendió determinar si existe una relación entre los estilos de aprendizaje, los niveles de metacognición y el logro de las competencias planeadas para la Práctica Profesional (PP) de estudiantes chilenas del Técnico Universitario en Educación Parvularia. Los resultados evidencian correlaciones positivas significativas entre los estilos teórico y reflexivo y el rendimiento en la PP, y entre los niveles de conocimiento metacognitivo y el rendimiento en la PP. Después de discutir estos hallazgos a la luz de investigaciones previas, se concluye que estos resultados aportan a una mejor comprensión de los procesos de aprendizaje de estudiantes de carreras técnicas e incentivan una planificación didáctica más focalizada.

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“…The lesson study is an effective method in which 'research lessons' constitute an important component of the professional inquiry. Its conceptual framework gives a variety of platforms for teachers to participate in diverse thinking, judgment, and reflective processes [15] .Through collaborative learning, Teachers can use lesson study to enhance teaching plans and pedagogic skills [2] . Teachers' collaborative learning could serve as a significant tool for mobilizing instructional change and pedagogical methods, as well as improving student success.It can be difficult to change a school's insular culture to one that is more collaborative.…”

Section: Introductionmentioning

confidence: 99%

How to Improve Teacher Collaborative Learning in Using Lesson Study in Schools: A Case Study of Rose City Elementary School in USA

2023

IJNDE

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In the growing field of education and teaching, improving student learning requires a shift in teacher professional development training, which help teachers embrace innovative sources of knowledge and teaching strategies in an active learning environment. It will strengthen teacher's capacity for collaborative learning and improve student learning and promote the school curriculum.. This paper analyses the potential of lesson study in an American elementary school to help teachers work more collaboratively.

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Developing Metacognitive Teaching Strategies Through Lesson Study

Cited by 5 publications

References 0 publications

Effect of Meta-Cognitive Strategy-Based Activities on Executive Functioning, Social Networking, and Instrumental Activities of Daily Living Among Women

Effect of Meta-Cognitive Strategy-Based Activities on Executive Functioning, Social Networking, and Instrumental Activities of Daily Living Among Women

Estilos de aprendizaje y metacognición en la Práctica Profesional

How to Improve Teacher Collaborative Learning in Using Lesson Study in Schools: A Case Study of Rose City Elementary School in USA

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