Group+1+Module+9


 * Module 9 Metacognition and self-regulated Comprehension

1. Research on the metacognition and self-regulated comprehension states...?** ZH-Knowledge of thinking processes is needed for critical questioning of what has been read. The critical thinking is to be used as each student is reading word by word or doing a report __"bird by bird".__ Anne Lamont wrote this after her father told her brother to take the subject and do it bit by bit or __"bird by bird".__ We have learned that having goals when reading text is super important. Good readers will make inferences as Michael Pressley says and will activate while including prior knowledge. After reading, the time for reflection could enhance what is learned or looked back on for further clarification. TD- Research places emphasis on active reading. It is becoming increasingly apparent how important it is to “understand whether or not we understand” what we read. Teachers are responsible for teaching students, but they are also responsible for teaching students how to think critically and pursue lifelong learning for themselves. KC- Good readers are actively thinking about the text, relating it to their prior knowledge and monitoring their reading. Good comprehenders are also active readers who respond to the text through questioning, visualizing, predicting, and summarizing. Good comprehension is dependent upon fluency and vocabulary. The teacher should provide direct lessons on reading and comprehension strategies. They should also model these strategies and provide opportunities for guided practice in the use of these strategies. ZH-T**he strategically active student will use the decoding of words and phrases. They will elicit comprehension thinking processes even when not reading for only the subject matter or certain end results. The active reading becomes second nature for those that are more skilled and metacognitive for applying reading to the present and the future. If the strategies are used consciously when one reads they begin to make the reading much more meaningful. You ladies may add more. TD- When students are active readers, they are engaging metacognition by being aware of what they are reading and what parts they do or do not understand. They think critically and make text to self connections. KC- Active reading leads to good comprehension. Active readers apply what they know, ask questions about the text, evaluate the text, and reflect on the text. They know when and how to use comprehension strategies to obtain meaning from the text. ZH-​ ** The map shows hardly anything to tell a student about the country. Students reading about Africa still may not know anything about the country. We would do diagrams in class like KWL before a Venn diagram, and then make predictions. Different areas of the continent could be assigned. However, if that is too large for the class, geography, farming, businesses, transportation, politics, gold, or medication trials in Africa could be explored. Many avenues could be taken by peer partnered groups before composing the ideas into a learning project for all. To allow predictions, active thinking while reading, and visual, auditory, and kinesthetic props will provide that active and functional learning. You should always have a time for pausing and reflecting. ZH- 1.**How and why do you encourage students to read quality reading?
 * 2. How does strategically active reading affect metacognition?
 * 3. How will the students in any class you teach now or in the future, become more active?
 * TD-** Students can become more active readers by reading books and other materials that are interesting to them and increasing in-class time spent reading both silently and in partners or small groups. Treating students like mathematicians, scientists, and historians (all-around explorers, basically) will make them feel valued and may encourage their curiosity about topics within the content areas. It is also important to model lifelong curiosity and learning for students!
 * KC-** Students need time to have rich discussions before, during, and after reading. These discussions allow them to explore and express their ideas and thinking about the text. Hands on activities could be used to test their thinking or to apply what was learned. The classroom environment should become active to match the reader’s mind. **ZH-** Kelly, I like the enriching ideas. Way to go. I would take small groups to the computer (we only had 2 computers) and show them current relating topics for discussions and enrichment.
 * Questions:Whole Group
 * TD** 2. How can we encourage other teachers of the importance of metacognition?
 * KC**- 3. How do we get students to become active readers once the strategies have been taught?