By Edward Kean
Hiya DOODY AND THE PRINCESS. a bit Golden booklet
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Extra info for Howdy Doody and the Princess
The term metacognition is used to refer to the deliberate conscious control of one’s own cognitive actions (Brown, 1980). Numerous research studies have examined the operation of metacognition in the reading of children and adults, that is, how successful readers are at monitoring their own comprehension. Overall, there has been a remarkable consistency in the findings of these studies and the two most replicated results have been that: • ‘younger and poorer readers have little awareness that they must attempt to make sense of text; they focus on reading as a decoding process, rather than as a meaning-getting process’ (Baker and Brown, 1984, p.
Such replies are misleading for they often indicate not that children really know nothing but that they do not recognise what it is from their own experience that may be relevant to the topic under discussion. They needed help to ‘key into’ what they know. In such cases teachers often find they need to provide a stimulus to activate children’ s prior knowledge. —but they need help in foregrounding this knowledge and then in using that to question how these things may have been different for the Ancient Greeks.
How shall I use the resources? What should I make a record of ? Have I got the information I need? How should I present it? What have I achieved? A particular strength of the way these steps are formulated is that, as pupils are asked questions as they proceed with their assignments, they are given the opportunity to consider directly the processes of their own learning and thinking. They are therefore encouraged to take a metacognitive stance on their own activities, a feature which, as will be argued later, is a necessary part of serious attempts to extend learners’ control over their own thinking with texts.
Howdy Doody and the Princess by Edward Kean