New Driving Question:
"How can we leverage collaboration and technology in order to develop students’ metacognitive processes and critical thinking skills?" Scenario: Imagine my students and I are working on a project that focuses on argumentative writing. Normally, students would write a rough draft of their argumentative essays, and ideally exchange papers their with peers for feedback and revisions. In order to investigate my driving question, I would strategically expand on this practice. This would involve integrating more technology, and emphasizing students’ metacognition and collaboration. Here is how I might synthesize each of these components: Integrate Technology: Once students had typed up their rough drafts on Google Docs, they would be tasked with creating a video reflection. Students would use a digital recording tool, such as Screen-o-matic. Screen-O-matic is a resource that would enable students to record their faces and their voices while displaying their rough drafts via Google Docs. Metacognition: The recording device is of course just a tool, to provide students an opportunity to expand on their creative process. Metacognition is a very interesting concept, in which a person thinks about their own thinking. It is a highly valuable skill to practice and can support critical thinking skills. Therefor, I would challenge students to record their thoughts on their work. Students would be required to identify specific elements of their essay, such as their Hook or Thesis statement. They could verbally explain their decisions and intentions behind their writing. For instance, rationalizing why they selected specific pieces of evidence over others. Ideally, by having students rationalize and explain their own work, it would help develop their metacognitive process. Collaboration: Once students had completed their rough drafts and video reflections, they could begin exchanging their work with others. Normally, students would read a rough draft, and provide feedback. However, now when a student exchanges their work, they are also providing the video reflection. By including a video reflection, students can gain better insight to the work they are reviewing because they are hearing rationales directly from the author. This better understanding will allow the editor to provide better feedback and responses. Once a student has viewed another’s rough draft and video reflection, they would create a response video of their own, providing their feedback. This second component of the activity serves two purposes: First, it provides students another opportunity to practice their metacognitive process when critiquing a piece of text. Second, I am interested to see how students will respond to feedback in this platform. Typically students receive feedback in the form of short comments in the margins. This however will present feedback as a visual. Visuals are by far the superior method for communicating information to another. Thus, I am hopeful that this approach would have positive effects on the student's interpretation and understanding of their feedback. Develop Critical Thinking Skills: Ultimately, I want to help students become better critical thinkers. I believe that by supporting metacognitive practices as well as emphasizing collaboration and appropriate digital resources, teachers can positively impact students’ critical thinking skills. Thinking critically is how people solve problems. We can not foresee the types of problems our students will need to solve in the future, but we must prepare them as best we can.
2 Comments
Brenna
7/6/2017 04:29:30 pm
Jimmy - I appreciate seeing the developing process in your DQ - here is another possible evolution - How can we leverage technology to develop 21st Century collaborative processes to strengthen students’ metacognitive processes? (Ask - does metacognitive processes assume critical thinking skills?) Does your meaning change with this? I do not want to derail but do want to assist the clarity of your DQ...
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I really love that you are thinking of incorporating screen casts. Goodness knows that Middle Schoolers love to talk! I think this would be a great way for them to really solidify their ideas and arguments. I am going to look for ways to incorporate them same concept in my classes.
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