INTRODUCTION
There has been a lot of research concerning the problems of implementing new techniques and strategies into classroom instruction. The difficulties of innovation may be due to resistance to change, lack of congruence between teachers’ beliefs and practices and several other factors. This does not sound very optimistic in terms of improving learning situations for students. However, there are some ways to enhance student performance that at first sight do not seem to be very complicated but nevertheless are quite effective without depending on the former mentioned barriers too much. The purpose of this synthesis paper is to present recent findings concerning two of those strategies, cooperative learning and metacognitive instruction, and critically discussing their effectiveness and applicability as well as their limitations and implications for future research. First, a short overview is given on the problem of implementing new techniques in classroom instruction and changing teachers’ practices. This is done to provide a framework and consider the main constraints. Then, research on the two strategies is presented and discussed with regard to applicability and limitations. The main indicator of whether those strategies actually reach the student or not is student achievement as usual, even though it is certainly not the only important one and some other indicators are considered.
Finally, a short summary and conclusion is given and implications for future research are considered.
Inhaltsverzeichnis (Table of Contents)
- INTRODUCTION
- THE PROBLEM OF INSTRUCTIONAL CHANGE
- COOPERATIVE LEARNING
- Research on Cooperative Learning
- Benefits of Cooperative Learning
- The Importance of Group Formation and Roles
- Examples of Cooperative Learning Strategies
- Limitations and Challenges
- METACOGNITIVE AWARENESS
- Metacognitive Awareness and Student Achievement
- Strategies for Fostering Metacognition
- Metacognitive Instruction and Learning Outcomes
- Factors Affecting Metacognitive Development
- Implications for Teachers
- DISCUSSION AND CONCLUSION
- References
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This synthesis paper examines the effectiveness and applicability of two instructional strategies – cooperative learning and metacognitive instruction – in enhancing student performance. The paper provides a critical discussion of these strategies, outlining their benefits, limitations, and implications for future research. The primary aim is to explore how these strategies can improve learning environments, particularly in light of the challenges associated with implementing new techniques and changing teachers' practices.
- The challenges of implementing new instructional techniques and changing teachers' practices
- The benefits and limitations of cooperative learning strategies
- The role of metacognitive awareness in student achievement and learning
- The effectiveness of metacognitive instruction in fostering student learning
- The implications of these strategies for future research and classroom practice
Zusammenfassung der Kapitel (Chapter Summaries)
The paper begins by outlining the difficulties of implementing new instructional procedures and the challenges of changing established teaching practices. The author argues that innovation often faces resistance due to factors like teacher beliefs, lack of support, and the perceived threat of change. This section explores various theoretical frameworks that help understand the resistance to change, including teacher efficacy, epistemological world views, and the expectancy theory.
The subsequent sections delve into the effectiveness of cooperative learning and metacognitive instruction. The author discusses the research findings on cooperative learning, highlighting its benefits for student achievement, collaboration, and social skills. The discussion includes the importance of group formation, roles within groups, and examples of various cooperative learning strategies. The section also considers the potential limitations and challenges of implementing cooperative learning.
The section on metacognitive awareness examines the relationship between metacognitive skills and student achievement. The author explores various strategies for fostering metacognition in students and discusses the potential impact of metacognitive instruction on learning outcomes. This section also considers factors that influence metacognitive development and offers implications for teachers on how to effectively integrate metacognitive strategies into their classrooms.
Schlüsselwörter (Keywords)
The key concepts and terms explored in this synthesis paper include: instructional change, cooperative learning, metacognitive awareness, student achievement, teacher efficacy, epistemological world views, expectancy theory, group formation, learning strategies, metacognitive instruction, and implications for classroom practice.
- Citation du texte
- Fanny Jimenez (Auteur), 2004, Cooperative Learning and Metacognitive Instruction, Munich, GRIN Verlag, https://www.grin.com/document/42303
