Assignment # 9

Wilhelm Peralta
ProfEd Student

Answer the following questions briefly.

1. Describe the metacognitive approach.

A metacognitive approach is a type of instruction that can help students

learn to take control of their own learning by defining learning goals and
monitoring their progress in achieving it. It allows for effective learning
and complex situations, a driving motivation and shifting goal orientation
towards mastery.

2. What does thinking aloud mean? How do you feel when you are thinking
aloud?

A thinking aloud have been described as eavesdropping on

someone’s thinking. This strategy, teachers verbalize aloud while reading
a selection orally. Their verbalizations include describing things they’re
doing as they read to monitor their comprehension. The purpose of
thinking aloud strategy is to model for students how skilled readers
construct meaning from a text.
It helps students learn to monitor their thinking as they read and
improves their comprehension and teaches students to re-read a
sentence, read ahead to clarify, and/or look for context clues to make
sense of what they read. It slows down the reading process and allows
students to monitor their understanding of a text.

3. Is reflective teaching the same as metacognitive approach? Explain your

answer.

Reflective teaching and metacoggnitive approach are terms often

used interchangeably, but it is most helpful to distinguish metacognition
as a particular form of reflection. The value of metacognitive approaches
to education, in reflecting on their past and current learning approaches,
and comparing themselves to a capabl e are more likely to challenge
themselves to adopt learning approaches which are applicable for life-
long learning. The factor which limits the success of this metacognitive
approach most is the individual’s capacity and motivation for reflection.
4. What are the different strategies in reflective teaching? Describe each
strategy.

Reflective teaching can make all the difference when you consider
that many teachers have good days; however, many more teachers feel
overwhelmed and do not know how to cope at the end of a very stressful
and gruelling day. In this case, reflective teaching is an imperative tool for
teachers.

Reflective teaching is a process whereby teachers reflect on their

teaching practices in order to examine the overall effectiveness of their
instructive approaches. Improvement or change in teaching methods may
be required, depending on the outcome of this analytical process, which is
based on critical reflection. 

1. Self-Reflective Journal / Writing a Journal

 A journal is an easy way to reflect upon what just happened during
your instruction.
 After each lesson, simply jot down a few notes describing your
reactions and feelings, and then follow up with any observations
you have about your students.
 If it helps, you can break up your journal into concrete sections,
such lesson objectives, materials, classroom management, students,
teacher, etc.
2. Video Recording
 A video recording of your teaching is valuable because it provides
an unaltered and unbiased vantage point for how effective your lesson
may be from both a teacher and student perspective.
 A video may act as an additional set of eyes to catch errant
behavior that you hadn’t spotted at the time. 
3. Student Observation
 Students are very observant and love to give feedback.
 You can hand out a simple survey or questionnaire after your lesson
to get students’ perspectives about how the lesson went.
 Think critically about what questions you’d like to ask, and
encourage your children to express their thoughts thoroughly. 

4. Peer Observation
  Invite a colleague to come into your classroom and observe your
teaching. 
 This is much different and more relaxed than when you have your
principal come in and watch you. 
 You’ll be able to teach more naturally and give your colleague an
honest perspective of your instruction methods.
 To help them frame your lesson critique more clearly, create a
questionnaire (you can use some of the questions below) for your
colleague to fill out as they observe
5. Questions to Ask Yourself
 Whether you’re using a self-reflective journal or trying to get
feedback from your students and peers, perhaps the hardest part is
actually coming up with the right questions to ask.
 Lesson Objectives
 Materials
 Students
 Classroom Management
 Teacher

5. Do constructivists see the learner as an empty vessel? Explain your

answer.
Learning is an active process which means that t he passive view of
teaching views the learner as 'an empty vessel' to be filled with knowledge,
whereas constructivism states that learners construct meaning only through
active engagement with the world such as experiments, research, discovery
and real-world problem solving.
The phrase “Empty vessels make the most noise”. It's a proverb that
means that those with the least talent and knowledge usually speak the most,
speak the loudest, and create the most fuss — whatever makes their presence
felt the most.

To believe a child is an empty vessel would mean believing

that children are unable to think or respond to the world around them. The
term 'empty vessel' suggests that babies' minds contain nothing and that
helping them to develop means simply filling the space with facts.
6. What are the instructional characteristics of constructivist?

Constructivist classrooms focus on student questions and interests, they

build on what students already know, they focus on interactive learning and
are student-centered, teachers have a dialogue with students to help them
construct their own knowledge, they root in negotiation, and students work
primarily in groups.

A constructivism used in the classroom or have to do with classroom such as;

prompt students to formulate their own questions (inquiry) , allow multiple
interpretations and expressions of learning (multiple intelligences) , and
encourage group work and the use of peers as resources (collaborative
learning).

Examples of constructivist classroom activities

 Reciprocal teaching/learning. Allow pairs of students to teach each

other.
 Inquiry-based learning (IBL) Learners pose their own questions and seek
answers to their questions via research and direct observation.
 Problem-based learning (PBL)
 Cooperative learning.

A productive, constructivist classroom, then, consists of  learner-

centered, active instruction. In such a classroom, the teacher provides students
with experiences that allow them to hypothesize, predict, manipulate objects,
pose questions, research, investigate, imagine, and invent.