TY  - GEN
AB  - 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.
AU  - Cheng, Eric C. K.,
AU  - Chan, Joanna K. M.,
CN  - LB1590.3
DO  - 10.1007/978-981-16-5569-2
DO  - doi
ID  - 1440078
KW  - Cognitive learning theory.
KW  - Teaching
KW  - Cognitive learning.
KW  - Metacognition.
KW  - Lesson planning.
KW  - Learning, Psychology of.
KW  - Théorie cognitive de l'apprentissage.
KW  - Apprentissage cognitif.
KW  - Métacognition.
KW  - Préparation de cours.
KW  - Psychologie de l'apprentissage.
LK  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-5569-2
N2  - 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.
SN  - 9789811655692
SN  - 9811655693
T1  - Developing metacognitive teaching strategies through lesson study /
TI  - Developing metacognitive teaching strategies through lesson study /
UR  - https://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-5569-2
ER  -