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Developing metacognitive teaching st...

Cheng, Eric C. K.

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Developing metacognitive teaching strategies through lesson study

Record Type:	Electronic resources : Monograph/item
Title/Author:	Developing metacognitive teaching strategies through lesson study/ by Eric C. K. Cheng, Joanna K. M. Chan.
Author:	Cheng, Eric C. K.
other author:	Chan, Joanna K. M.
Published:	Singapore :Springer Singapore : : 2021.,
Description:	ix, 79 p. :ill., digital ;24 cm.
[NT 15003449]:	The Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.
Contained By:	Springer Nature eBook
Subject:	Cognitive learning theory. -
Online resource:	https://doi.org/10.1007/978-981-16-5569-2
ISBN:	9789811655692

Developing metacognitive teaching strategies through lesson study
Cheng, Eric C. K.

Developing metacognitive teaching strategies through lesson study[electronic resource] /by Eric C. K. Cheng, Joanna K. M. Chan. - Singapore :Springer Singapore :2021. - ix, 79 p. :ill., digital ;24 cm.

The Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.

The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students' learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers' metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students' metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning.

ISBN: 9789811655692

Standard No.: 10.1007/978-981-16-5569-2doiSubjects--Topical Terms:

519116
Cognitive learning theory.

LC Class. No.: LB1590.3 / .C446 2021

Dewey Class. No.: 370.1523

Developing metacognitive teaching strategies through lesson study
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245 1 0 $a Developing metacognitive teaching strategies through lesson study $h [electronic resource] / $c by Eric C. K. Cheng, Joanna K. M. Chan.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2021.
300 $a ix, 79 p. : $b ill., digital ; $c 24 cm.
505 0 $a The Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.
520 $a The book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students' learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers' metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students' metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning.
650 0 $a Cognitive learning theory. $3 519116
650 0 $a Teaching $x Psychological aspects. $3 531129
650 1 4 $a Educational Psychology. $3 1005868
650 2 4 $a Education, general. $3 2162157
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Chan, Joanna K. M. $3 3517637
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-16-5569-2
950 $a Behavioral Science and Psychology (SpringerNature-41168)