While reviewing my diary, I noticed that planning/organizing, accessing information sources and selective attention were the strategies I used most often. Those strategies were followed by managing own learning, monitoring/identifying problems, personalizing, using images and kinesthetic sense, as well as, self-talk were next in frequency. Finally, I used cooperating, graphic organizers, transferring, making predictions and inferences, using background knowledge and evaluating less frequently.
I wouldn't say the above-mentioned strategies reflect my full repetoire. Also, the strategies I used were, of course, tied to the situations. Most of which were substitute teaching assignments. I had to stretch my thinking to come up with other scenarios. I will say that having to think about myself using learning strategies has made me more cognizant of them and serves as a prompt for me to try other strategies that I don't use as often..
Friday, June 8, 2007
Day Seven
Situation: Group activity in graduate course
Metacognitive Strategies: The planning for the activity had been done by the professor. She gave us a list of questions that would lead us to diagram a plot. We were to treat a book on educational philosophy as if it was a play or movie.
I found the task to be extremely difficult.
Task-Based Strategies: I used background knowledge of plays and movies to make connections to the text, but that only frustrated me. One of the tasks was to make a list of characters and then cast people or entities in those roles. I could have attached more than one name to several of those roles.
I made inferences concerning the plot which I saw as the author's educational philosophy. However, deciding on conflict resolution and denouement would have called for making predictions since the conflict hadn't been resolved, nor was there any falling action. The professor had said she wanted our decisions grounded in the text, but I couldn't see those elements nor find any quotes to support them.
My group mates seemed to floundering too, but they wanted to sail on (implusivity) while I just wanted a safe haven and maybe even a cool refreshment to aid my thinking (reflectivity). I cooperated with my colleagues as best I could. However, my self-talk was negative and defeatist.
Metacognitive Strategies: The planning for the activity had been done by the professor. She gave us a list of questions that would lead us to diagram a plot. We were to treat a book on educational philosophy as if it was a play or movie.
I found the task to be extremely difficult.
Task-Based Strategies: I used background knowledge of plays and movies to make connections to the text, but that only frustrated me. One of the tasks was to make a list of characters and then cast people or entities in those roles. I could have attached more than one name to several of those roles.
I made inferences concerning the plot which I saw as the author's educational philosophy. However, deciding on conflict resolution and denouement would have called for making predictions since the conflict hadn't been resolved, nor was there any falling action. The professor had said she wanted our decisions grounded in the text, but I couldn't see those elements nor find any quotes to support them.
My group mates seemed to floundering too, but they wanted to sail on (implusivity) while I just wanted a safe haven and maybe even a cool refreshment to aid my thinking (reflectivity). I cooperated with my colleagues as best I could. However, my self-talk was negative and defeatist.
Sunday, June 3, 2007
Day Six
Situation: Rolling Thunder XX event
Metacognitive Strategies: I planned this field trip by going to the organization's website to get the time and location. I accessed a website for a map of downtown DC to determine which subway station was closest to the planned stakeout. Afterwards, I evaluated the field trip and decided that I would definitely take more water next time and a thicker blanket for resting and picniking.
Task-Based Strategies: Once we reached the Metro station, I had to calculate the cost of adding value to an existing SmarTrip card versus buying a new SmarTrip card versus buying a farecard. I used the information that the farecard machine and SmarTrip machines gave me to make my decision. (There was a lot of self-talk going on here.)
Metacognitive Strategies: I planned this field trip by going to the organization's website to get the time and location. I accessed a website for a map of downtown DC to determine which subway station was closest to the planned stakeout. Afterwards, I evaluated the field trip and decided that I would definitely take more water next time and a thicker blanket for resting and picniking.
Task-Based Strategies: Once we reached the Metro station, I had to calculate the cost of adding value to an existing SmarTrip card versus buying a new SmarTrip card versus buying a farecard. I used the information that the farecard machine and SmarTrip machines gave me to make my decision. (There was a lot of self-talk going on here.)
Day Five
Situation: Golf Tournament
Metacognitive Strategies: I identified several problems from the outset-I didn't know the pairings (who was playing with whom); I didn't know the layout of the golf course and the leader board seemed like L2 to me!
Task-Based Strategies: I found an information sheet that had the names of the pairings and their tee times. This same sheet had a map of the course. I connected the images on the map to the concrete places I could see (water hazards, flags on putting greens, buildings, etc.) I also used the sheet to make connections to the leader board. Thus, I was able to determine the standings and the scores.
Then I relaxed and had a good time.
Metacognitive Strategies: I identified several problems from the outset-I didn't know the pairings (who was playing with whom); I didn't know the layout of the golf course and the leader board seemed like L2 to me!
Task-Based Strategies: I found an information sheet that had the names of the pairings and their tee times. This same sheet had a map of the course. I connected the images on the map to the concrete places I could see (water hazards, flags on putting greens, buildings, etc.) I also used the sheet to make connections to the leader board. Thus, I was able to determine the standings and the scores.
Then I relaxed and had a good time.
Saturday, June 2, 2007
Day Four
Situation: Another substitute teaching assignment
Metacognitive Strategies: Firstly, I managed the environment by turning off the overhead light and opening the blinds. I planned and organized my teaching by reading the lesson plans and notes left by the absent teacher.
Task-Based Strategies: I used yellow highlighter on the written plans. I also rehearsed the lessons before the first student of the day arrived. I had to learn the whereabouts of a student in order to pick him up for ESOL class. I accessed information sources in the form of two teachers on the staff.
Metacognitive Strategies: Firstly, I managed the environment by turning off the overhead light and opening the blinds. I planned and organized my teaching by reading the lesson plans and notes left by the absent teacher.
Task-Based Strategies: I used yellow highlighter on the written plans. I also rehearsed the lessons before the first student of the day arrived. I had to learn the whereabouts of a student in order to pick him up for ESOL class. I accessed information sources in the form of two teachers on the staff.
Day Three
Situation: Reading peers' papers for graduate course
Metacognitive Strategies: I set a goal of whose papers I wanted to read. It was supposed to be a random selection process based on a variation of the game "Musical Chairs." I simply moved around and around the spot where the desired paper was located. When the music stopped, I was where I wanted to be.
Task-Based Strategies: We were told to skim the papers. So I read the first sentence; a few middle sentences if the topic was interesting; and the last sentences of each paragraph. I also looked for words that jumped out at me as I was skimming (selective attention). I personalized my peers' papers by making connections to my own experiences, knowledge and feelings.
Metacognitive Strategies: I set a goal of whose papers I wanted to read. It was supposed to be a random selection process based on a variation of the game "Musical Chairs." I simply moved around and around the spot where the desired paper was located. When the music stopped, I was where I wanted to be.
Task-Based Strategies: We were told to skim the papers. So I read the first sentence; a few middle sentences if the topic was interesting; and the last sentences of each paragraph. I also looked for words that jumped out at me as I was skimming (selective attention). I personalized my peers' papers by making connections to my own experiences, knowledge and feelings.
Day Two
Situation: Substitute teaching assignment
Metacognitive Strategies: I always tend to use the same strategies on every sub job. This time I previewed the text of an unfamiliar book. I managed the environment by continually turning the A/C on and off (I can't function well when I'm cold).
Task-Based Strategies: I used highlighter for text. I also accessed information sources. I've worked at this school a gazillion times this school year, but usually in a different wing of the building. I had to use a map of the school's layout to find my way to various classrooms where I had to pull students out for ESOL.
Metacognitive Strategies: I always tend to use the same strategies on every sub job. This time I previewed the text of an unfamiliar book. I managed the environment by continually turning the A/C on and off (I can't function well when I'm cold).
Task-Based Strategies: I used highlighter for text. I also accessed information sources. I've worked at this school a gazillion times this school year, but usually in a different wing of the building. I had to use a map of the school's layout to find my way to various classrooms where I had to pull students out for ESOL.
Day One
Situation: Writing a paper
Metacognitive Strategies: I planned to write about an experience from one of my travel journals. While reading the entries, I identified some of them as being too brief. I needed an entry with more detail. I was able to choose an appropriate entry by continuing to monitor my reading. I had cleared my calendar for the day in order to focus my attention on the task.
Task-Based Strategies: The assignment required me to relate a new concept to my experience, thus personalizing it. I recalled the experience in my mind as I was reading my journal. I used Goggle's translation tool and my own bilingual dictionary to spell the Spanish words I had chosen to use.
Metacognitive Strategies: I planned to write about an experience from one of my travel journals. While reading the entries, I identified some of them as being too brief. I needed an entry with more detail. I was able to choose an appropriate entry by continuing to monitor my reading. I had cleared my calendar for the day in order to focus my attention on the task.
Task-Based Strategies: The assignment required me to relate a new concept to my experience, thus personalizing it. I recalled the experience in my mind as I was reading my journal. I used Goggle's translation tool and my own bilingual dictionary to spell the Spanish words I had chosen to use.
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