Synopses & Reviews
For both teachers and students, reflection informs practice. By encouraging children to think about their learning and to become aware of and control their thinking processes, teachers can help children to become active, responsible learners-learners who can make their own decisions, choose appropriate strategies, assess their own work, and set their own goals.
In turn, by reflecting on their thinking and teaching, teachers can refine and improve their own teaching practice. Thinking for Themselves emphasizes the value of this process of reflection-of analyzing and making judgements about what has happened-and explores strategies to raise awareness of reflective thinking processes. Practical examples of how thinking strategies can be developed are used within the context of purposeful learning and provide:
- ideas on getting started
- developing the appropriate learning environment
- program planning
- negotiating learning with students
- questioning and self-assessment techniques
Synopsis
By reflecting on their thinking and teaching, teachers can refine and improve their own teaching practice. Thinking for Themselves emphasizes the value of this kind of reflection and explores strategies to raise awareness of reflective thinking processes.
Synopsis
By encouraging children to think about their learning and to become aware of and control their thinking processes, teachers can help children to become active, responsible learners-learners who can make their own decisions, choose appropriate strategies, assess their own work, and set their own goals.
Description
Includes bibliographical references (p. 145-147) and index.
About the Author
Lesley Wing Jan is an experienced teacher and currently teaches at Eltham East Primary School, Victoria, Australia. She has a particular interest in literacy and language development.Jeni Wilson lectures at the University of Melbourne's Institute of Education in the Department of Curriculum, Teaching and Learning. She has a special interest in children's thinking and in assessment.
Table of Contents
I. Thinking About Organization
1. Teachers and reflection
Developing independent learners
Program Planning
Strategies To Develop Reflective and Metacognitive Thinking
4. Negotiated learning
Guiding questions to guide questions
Learning logs
Concept mapping
Involving students in assessment
Ingredients for success