This paper discusses the use of metacognition and problem solving to assist students in passing the New York English Language arts (ELA) exam.
Written in 2007; 2,007 words; 3 sources; MLA; $ 63.95
Paper Summary:
The paper relates that metacognition demonstrates a manner in which people learn through being conscious of the way they think about problems and their proposed solutions. The paper addresses a group of novice fourth graders who need to demonstrate competency on the New York English Language arts (ELA) competency exam. The paper provides clear examples of the ways in which instructors can guide children through the process of metacognition so they will be able to successfully pass the ELA exam.
From the Paper:
"Each grade group, 2-4 included, is given a set of curriculum skills that will address this transition as each group is guided through the skills they will need to be able to problem solve the ELA questions. Reading, writing, listening and speaking are all given particular emphasis as demonstrations of manners in which metacognition can be utilized. The instructor can then guide the novice through a set of steps that might be involved in each task. One example would be instructor guidance through the process of library research beginning with knowledge maps and graphic organizers that detail the metacognitive processes of formulating a description of the kind of information they want and need and then following a step by step process to find such information.
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