{"product_id":"the-big-think-9-metacognative-strategies-that-make-the-unit-end-just-the-beginning-of-learning","title":"The Big Think: 9 Metacognative Strategies that Make the Unit End Just the Beginning of Learning","description":"The typical research assignment might consist of a selection of a topic and the interception of information resulting in a product of some kind that is graded. The end. Next topic  please. However  football coaches approach things quite differently. Yes there is the daily practice culminating in the game. But they videotape the game for a specific reason. Monday  everyone analyzes the game. Put your ego at the door. Watch. Analyze. Synthesize. What when on? How did I do; how did we do; what can we do to get better? If this reflection activity is omitted  the players don t get any better. Neither do the coaches. The Big Think introduces the same reflection strategies for both classroom teachers and teacher librarians. Here are nine strategies to use as we analyze the game no  the learning activity  particularly when both the librarian and the classroom teacher have been struggling to improve teaching and learning. What happens to coaches when they don t get better across the season? What happens to the players? In the same way  we posit that there must be a reflection activity at the end of the unit a metacognitive activity that looks back over the learning event that just occurred. Leave it out at your own risk. There is much talk about metacognition in education. It is part of critical thinking and creative thinking. Everyone seems to understand that it should happen but in our look across the educational literature  it is one of those assumptions that it automatically happens when we have little evidence that it does. This trio of authors have created nine strategies that become the cherry atop the whipped cream of a unit sundae. Each strategy can be used to ascertain two major successes or failures: Content learning (what I know; what we know) and Process (how I learned; how we learned) followed by So What? and What s Next? Such activities give the teacher librarian and the classroom teacher real evidence of what students know  are able to do  and what they deeply understand. We recommend these ideas strongly in the current results milieu. If you have enjoyed this trio s work in the past  don t miss this one!","brand":"My Store","offers":[{"title":"Default Title","offer_id":44790530441269,"sku":"ByrdShop_193317045X","price":227.53,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0627\/8139\/0901\/files\/ByrdShop_193317045X_cc44547e-6dfa-4635-b0c3-5259e2bfe92b.jpg?v=1765827093","url":"https:\/\/atxbooks.com\/products\/the-big-think-9-metacognative-strategies-that-make-the-unit-end-just-the-beginning-of-learning","provider":"ATX Books","version":"1.0","type":"link"}