Week2 Reflective Blog- Introduction to strategies, cognitive and metacognitive & Mini-teaching experience

     OHOHOHO, it is the second week!👀 Before the class, I read through Dr Lina's first technique, 'Predictable Routine and Signal,' as well as a research article titled "Teachers' Mediation in Students' Development of Cognition and Metacognition." During the lecture, Dr Lina divided us into small groups using the 'lucky draw' method (I can't remember the website). I met my new buddies, Laiba and Patrick😆😆, in a group of seven individuals! After grouping, Dr. Lina used slides and images to introduce us to different models, including Maslow's hierarchy of needs and Bloom's Taxonomy. Following that, we have a micro-teaching session in which we must perform a mini-lesson and present it in front of the class. Our group decided to use visual scaffolding, hands-on activity and multimedia (Chu Chu TV video) strategies to teach blending and segmenting sounds. I'm also attempting to create a short movie regarding the class that Dr Lina described.

    The research paper has given me a new perspective on cognition and metacognition. It underlines how teachers may help students go from cognitive to metacognitive learning. First, mediation occurs through assessment as learning, followed by consolidation of prior knowledge, and last, self-regulation in problem resolution is facilitated. This was a fascinating piece to read! It relates to the cognitive information processing model (Stahl, 2008) which I studied last semester. Furthermore, when it was our turn to present, I was both excited and nervous. When I stood in front, I was reminded of the mini-teaching session we had last year during the Education Showcase. Fortunately, we succeeded! 

 Dr Lina used Bloom's Taxonomy in both sessions, which also aligns with the dialogic patterns in the process of metacognitive facilitation between teachers and students model. Firstly, delivering the new knowledge for comprehension, then application (micro-teaching), and finally evaluation (compare and contrast between groups) in an engaging manner. According to Wang and Wang (2013), demonstration of knowledge and interaction between teacher and students increases students' knowledge development, which may strengthen students' memory and bring cognitive development. In her class inquiries such as "What do you know about cognition?" are also based on Piaget's theory of cognitive development. It allows for the disruption of student equilibrium. These rational questions encourage student engagement, requiring them to think more critically about the topic (Yuling, 2022). It also allows students to reorganize their cognitive structure (a process known as adaptation), which leads to better understanding (Cook & Cook, 2005, pp. 5-7).

    Second, there is application. Group discussion sessions help students learn cognitively by influencing their ZPD when their peers share their experiences and examples from varied backgrounds (Huan et al., 2006). Furthermore, Dr Lina's scaffolding in each group throughout the discussion to assess our existing understandings is linked to the dialogic patterns in the process of metacognitive facilitation between teachers and students (Guo, 2020). Teachers' scaffolding maximizes students' potential in learning and building cognition.

    As we go on to the group evaluation session, students use Demitriou's neo-Piagetian theory of hypercognition to inform their reflections on group performance and suggestions for enhancing group dynamics. This helps students develop their self-regulation and self-monitoring skills. As Detmitriou (2010) believes, the formation of self-regulation takes time and requires an accumulation of experiences. Students' reflection practice monitors their comprehension and behaviour (Kritt, 1993) and supports students' competence while instantly helping them detect weaknesses (Harford, 2008, p.61,62). Students who begin to reflect, for example, are able to understand their limitations and strive to discover solutions. This gradually raises their intrinsic motivation (Elias, 2010, p. 24), fostering learning habits and enhancing critical thinking in problem-solving.

        Last but not least, as a student, I would like to use self-regulation techniques in all of my readings. I'd like to create a 'Critical Reading Reflective Chart' to track each of my readings, regardless of the type of paper used. This is important and key for me to increase my comprehension of texts and reading quality, and it is critical for me to read effectively, particularly when reading articles to avoid time wasting. 

        

Thanks for reading!!!💓💓

References

Cook, J. L., & Cook, G. (2005). Child development: Principles and perspectives. Pearson Education New         Zealand.

Demetriou, A., & Spanoudis, G., & Mouyi, A. (2010). A three-level model of the developing mind: Functional and neuronal substantiation and educational implications. http://dx.doi.org/10.1007/978-90-481-3666-7_2

Elias, M. (2005). School climate that promotes student’s voice. Principal Leadership, 11, 22-27.

Harford, J., & MacRuairc, G. (2008). Engaging student teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884-1892. http://dx.doi.org/10.1016/j.tate.2008.02.010

Huan, V. S., Yeo, L. S., & Ang, R. P. (2006). The influence of dispositional optimism and gender on adolescents’ perception of academic stress. Adolescents, 41, 533-546. Retrieve from: https://www.researchgate.net/profile/Lay-See-Yeo/publication/6576081_The_influence_of_dispositional_optimism_and_gender_on_adolescents'_perception_of_academic_stress/links/556e6e4408aefcb861db9c04/The-influence-of-dispositional-optimism-and-gender-on-adolescents-perception-of-academic-stress.pdf

Kritt, D. (1993). Authenticity, reflection, and self-evaluation in alternative assessment. Middle School Journal, 25, 43-45. https://doi.org/10.1080/00940771.1993.11495204

Guo, L., & Wang, C. (2022). Enabling automatic retrieval of schemas from long-term memory in English grammar practice. Asia Pacific Education Review 23:2, pages 361-373.https://doi.org/10.1080/1359866X.2020.184615

Wang, K., & Wang, X. (2013). Promoting knowledge construction and cognitive development: A case         study of teacher’s questioning. Theory and Practice in Language Studies, 3, 1387-1393.