Teachers Reflecting on Global Learning Strategies across Content Areas.
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| Title: | Teachers Reflecting on Global Learning Strategies across Content Areas. |
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| Language: | English |
| Authors: | Gil, Ana, Labar, Virginia |
| Peer Reviewed: | N |
| Page Count: | 13 |
| Publication Date: | 2001 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Educational Research, Learning Strategies, Metacognition, Middle School Teachers, Middle Schools, Teacher Attitudes, Teaching Methods |
| Abstract: | Teachers in a middle school using the Strategic Teaching and Reading Project, a nationally recognized research-based model for educational change, were asked to reflect on their own teaching practices and experiences with the five global strategies of: metacognition, prior knowledge, inference, word meaning, and text structure. The instructional plan involved teaching all five learning strategies in each content area while each department highlighted one learning strategy monthly on a rotating basis throughout the year. The Strategic Teaching and Reading Project assist teachers to become strategic facilitators of the learning process. Findings to this point indicate that the teachers have become more effective in their teaching practices. They have reconsidered their ways of delivering course content, recognized their strengths and weaknesses, become more aware of the ways the five strategies can be implemented, developed a cognitive framework to outline their lesson plans, and overcome initial resistance to using the strategies in daily teaching practices. (Contains 22 references.) (SLD) |
| Entry Date: | 2002 |
| Accession Number: | ED457221 |
| Database: | ERIC |
| Abstract: | Teachers in a middle school using the Strategic Teaching and Reading Project, a nationally recognized research-based model for educational change, were asked to reflect on their own teaching practices and experiences with the five global strategies of: metacognition, prior knowledge, inference, word meaning, and text structure. The instructional plan involved teaching all five learning strategies in each content area while each department highlighted one learning strategy monthly on a rotating basis throughout the year. The Strategic Teaching and Reading Project assist teachers to become strategic facilitators of the learning process. Findings to this point indicate that the teachers have become more effective in their teaching practices. They have reconsidered their ways of delivering course content, recognized their strengths and weaknesses, become more aware of the ways the five strategies can be implemented, developed a cognitive framework to outline their lesson plans, and overcome initial resistance to using the strategies in daily teaching practices. (Contains 22 references.) (SLD) |
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