Overview
- Shows readers how to use Lesson and Learning Study to create pedagogies
- Presents metacognitive teaching as a solution for implementing the twenty-first-century skills curriculum
- Proposes metacognitive teaching strategies to enact the variation theory
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About this book
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.Similar content being viewed by others
Keywords
Table of contents (5 chapters)
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Front Matter
Authors and Affiliations
About the authors
Dr Eric Cheng is a specialist in Lesson Study and Knowledge Management. He is currently an associate professor at the Education University of Hong Kong’s Department of Curriculum and Instruction. Eric holds a Doctor of Education in Education Management from the University of Leicester. His publication covers Lesson Study and knowledge management in various national and international journals. Eric is the author of two academic books entitled Knowledge Management for School Education, and Successful Transposition of Lesson Study: A Knowledge Management Perspective. He has served as the principal investigator in more than 20 externally funded research and development projects.
Ms Joanna Chan is a vice-principal of the Lutheran Secondary School. She is a very experienced science teacher holding a Bachelor degree of Science in Biology from the University of Hong Kong and a Master degree of Education in Curriculum and Instruction from the Chinese University of Hong Kong. Joanna is a candidate for a Doctoral of Education from the Chinese University of Hong Kong. Her research focuses on pedagogies for teaching metacognitive and critical thinking.
Bibliographic Information
Book Title: Developing Metacognitive Teaching Strategies Through Lesson Study
Authors: Eric C. K. Cheng, Joanna K. M. Chan
DOI: https://doi.org/10.1007/978-981-16-5569-2
Publisher: Springer Singapore
eBook Packages: Behavioral Science and Psychology, Behavioral Science and Psychology (R0)
Copyright Information: The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
Softcover ISBN: 978-981-16-5568-5Published: 01 October 2021
eBook ISBN: 978-981-16-5569-2Published: 30 September 2021
Edition Number: 1
Number of Pages: IX, 79
Number of Illustrations: 13 b/w illustrations, 4 illustrations in colour
Topics: Educational Psychology, Education, general, Teaching and Teacher Education