{"id":337,"date":"2017-12-03T21:01:02","date_gmt":"2017-12-03T21:01:02","guid":{"rendered":"http:\/\/aceday.bushnell.edu\/?p=337"},"modified":"2025-05-14T15:43:51","modified_gmt":"2025-05-14T15:43:51","slug":"myranda-johnson-bri-wood","status":"publish","type":"post","link":"https:\/\/aceday.bushnell.edu\/?p=337","title":{"rendered":"Myranda Johnson, Bri Wood"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Metacognition in an Elementary Classroom<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This presentation serves to answer the research question of, \u201cWhat strategies can be used to teach metacognition in an elementary classroom?\u201d and addresses the research behind why such strategies are important to student learning. The methods used for this study were examination of a study on Educational Research for school learning conducted Wang, Haertal, and Walberg (1993) and more recent studies from 2007 by Pianta, Belsky, Houts, &amp; Morrison, examining \u201copportunities to learn\u201d in America\u2019s public schools. The findings of this project demonstrated that metacognition is one of the most common characteristics of high achievers and that teachers typically spend 1\/10 of the time on explicitly teaching metacognition to upper elementary students than they do content-specific information. In this presentation, 3 strategies were provided to answer the research question of how to promote metacognitive learning in elementary classrooms: Checklists, Think-Alouds, and \u201cTurn-in boxes\u201d. Of these strategies, Checklists teach students goal-setting and expectations, Think Alouds allow students to monitor their own learning while doing activities, and separate \u201cTurn-in boxes\u201d allow students to evaluate their achievement in deciding how well they did in each assignment. Overall, the purpose of this presentation serves to provide practical strategies for elementary teachers to use to develop metacognitive skills early on in students\u2019 educations. The limitations of this study were that the presenters did not have the opportunity to test each of these strategies in their own classrooms. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">EDUC 330, Child Development<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Brian Kaelin<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Banquet Room, <a href=\"https:\/\/imgur.com\/a\/Z0s2a\" target=\"_blank\" rel=\"noopener noreferrer\">Poster #7<\/a><\/span><\/p>\n<p><span style=\"font-weight: 400;\">10 AM &#8211; Noon<\/span><\/p>\n<p><a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1ewWtaI0atW6gSZbSl51MXlKBHpgJci9NGmuY2PVLhPE\/edit?usp=sharing\" target=\"_blank\" rel=\"noopener noreferrer\">Return to schedule<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Metacognition in an Elementary Classroom This presentation serves to answer the research question of, \u201cWhat strategies can be used to teach metacognition in an elementary classroom?\u201d and addresses the research behind why such strategies are important to student learning. The methods used for this study were examination of a study on Educational Research for school &hellip; <a href=\"https:\/\/aceday.bushnell.edu\/?p=337\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &#8220;Myranda Johnson, Bri Wood&#8221;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[81],"tags":[20,21,800,657,769,709],"class_list":["post-337","post","type-post","status-publish","format-standard","hentry","category-fall-2017","tag-educ","tag-educ-330","tag-johnson-m","tag-kaelin-b","tag-poster-fall-17","tag-wood-b"],"_links":{"self":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/337","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=337"}],"version-history":[{"count":4,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/337\/revisions"}],"predecessor-version":[{"id":884,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=\/wp\/v2\/posts\/337\/revisions\/884"}],"wp:attachment":[{"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=337"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=337"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/aceday.bushnell.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=337"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}