How can we get students thinking more about their learning? The authors of I Think Therefore I Learn! strongly believe that part of the answer may come from understanding and using the concept of metacognition. Cognition refers to how we come to know, Meta means beyond. So it means going beyond knowing and coming to understand how we learn best and control our learning.
Metacognitive students utilize skills that help them analyze what they have to do. This is at the heart of the book. There are numerous suggestions of how teachers can foster task analysis, teach students to know themselves, use learning strategies, etc.
Several testimonials present teachers who have tried a metacognitive approach with their students. All report a positive outcome, and some report surprising results such as a decrease in classroom management and disciplinary problems. There is also support to reflect that this process helps students to develop skills they will use in their future careers. It is always of benefit when we can see present and future application. There are ideas for activities in the Language Arts, Science, Math, etc. It is fascinating to see how metacognitive learning can serve as an integral thread across the curriculum. Throughout the book there are numerous student assessment and work/response pages. These will really be of help to a novice teacher trying to apply what we know about metacognition to teaching and learning. Numerous helpful suggestions for developing and refining learning strategies are given.
One of the components that really stood out was a page called “A Parental Guide to Promoting Reflective Learning.” This is so appropriate. Most parents want to know how they can support their child and the page offers excellent suggestions.
The authors lay claim that this approach is a skillbuilding one which will serve children throughout their curriculum studies and possibly throughout their lives.
Pages: 96
Price: $19.00
ISBN: 1-55138-148-6
Reviewed by Dr. Kathleen E. Fite, Southwest Texas State University
