Lecturing University of Chichester
'Developing self-regulated autonomous learners' is a new module being offered at University of Chichester as part of their MA Education programme. It is based on research conducted over 2 years for my MA (Ed) dissertation. I deliver the module with Sue Bentham, Senior Lecturer at the University.
_________________________________________________________________
This research revealed metacognition as a bridging and integrating framework for both academic and skills learning, and for improving personal wellbeing across a wide range of criteria.
Generally defined as ‘thinking about thinking’ metacognition is often misunderstood or regarded as an overly complex or intellectual concept. However, metacognition offers a very simple framework for considering not only the mind’s ability to monitor and direct its own thought patterns and processes, but also the overall behaviour of the person.
The module includes:
- an accessible review of relevant learning theories including: cognitivism; constructivism; behaviourism; connectivism and experiential learning.
- the three elements required to maximise the learning process: knowledge development, cognitive processing and the individual’s life experiences in a cohesive framework.
This model (outlined below) argues that student learning for personal development and metacognitive enhancement occurs in a non-linear process and acknowledges the role of the teacher in enabling this process.
_________________________________________________________________
This research revealed metacognition as a bridging and integrating framework for both academic and skills learning, and for improving personal wellbeing across a wide range of criteria.
Generally defined as ‘thinking about thinking’ metacognition is often misunderstood or regarded as an overly complex or intellectual concept. However, metacognition offers a very simple framework for considering not only the mind’s ability to monitor and direct its own thought patterns and processes, but also the overall behaviour of the person.
The module includes:
- an accessible review of relevant learning theories including: cognitivism; constructivism; behaviourism; connectivism and experiential learning.
- the three elements required to maximise the learning process: knowledge development, cognitive processing and the individual’s life experiences in a cohesive framework.
This model (outlined below) argues that student learning for personal development and metacognitive enhancement occurs in a non-linear process and acknowledges the role of the teacher in enabling this process.