2014 Lilly conference paper by Maryann DiEdwardo
Title: Metacognitive Pedagogical Models for Literature Study in Higher Education: Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. Learning strategies based on Metacognitive processes focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Author: Maryann DiEdwardo. University of Maryland University College; Lehigh University, United States of America
Abstract: Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students reflection on their ability to perform tasks. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group. Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. ç focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, egards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Language based upon oral history can connect cultures in classrooms. My presentation centers upon the short stories of Chinua Achebe and Zora Neale Hurston and student examples of multiethnic students writing their own oral histories. I also offer examples of current social networking as a framework for achievement. Students read the works of multicultural authors and create audio presentations in youtube. Music, photography, art, pinterest, twitter and facebook become the new literature. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
added material for newport february 2015
-Participants will learn metacognitive practices to use in traditional, hybrid and distance classrooms
Participants will gain insight into learning communities within the classroom settings with platforms such as chats, discussions, peer assessments, self-monitoring and self-assessments to offer their students insights into their own writing processes and interactions with group.
-Participants will develop student-directed pedagogical strategies and 21st century pop culture themes to ignite a learning community for reflection, discovery, and self-efficacy to motivate students
-Participants will focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
-Participants will gain knowledge of applications of the aspects of models, paradigms and frameworks that apply metacognitive pedagogy to create best practices.
abstract
Applications of models, paradigms and frameworks with metacognitive pedagogy create best practices. In 2003, my original case study research connected music and linguistic intelligences to suggest that modern music lyrics as a catalyst improve self-efficacy and thesis design. My original metacognitive framework employs creative processes to offer transformation. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
The take away is a designed curriculum integrating research findings with participants views and knowledge.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
500 words
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Writing as a Learning Community to Promote Student Authentic Assessment and Transformation by Maryann DiEdwardo
My class is organized to become a learning community with a focus writing short stories as authentic assessments. By telescoping into a shorter version, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process. The Outcome: self understanding and transformation
Review of the Research
Howard Gardner, in Frames of Mind (1983 page 78), regards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Tinto (2003) concludes:
Learning Communities tend to form their own self supporting groups
Learning Community students become more active in the learning process and remain so even after class is over
Participation in the Learning Community enhances the quality of student learning
As student see themselves more engaged they persist at a higher rate
Students learn educational citizenship with awareness of their responsibilities in learning experience and their ability to aid others in the experience as well
Shared knowledge, Shared knowing, Shared responsibility
Why should we create a Learning Community?
Knowledge requires language; Knowledge is socially constructed rather than discovered
We can now state this same case positively in a way that includes, but goes somewhat beyond, Dewey’s doctrine that ‘school is primarily a social institution’ and that experience is education. We can now identify the particular experience that educates: constructive conversation. Students learn by joining transition communities in which people construct knowledge as they talk together and reach consensus.
What teachers do is set up conditions in which students can learn. And one of the most important ways teachers do that is by organizing students into transition communities for reacculturative conversation”(1995 Bruffe)
Why do we need learning communities in high education?
According to Cross (1998) The pedagogy of learning community “enhances student learning and persistence and enriches faculty professional lives”
Part 2 Pedagogical Model
Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students
Part III. Designing Authentic Assessments as Models to Nurture and to Motivate
Through reading, analyzing, discussion and eventually writing short stories, creators develop self understanding. The most important aspect of the short story as a literary powerhouse for both teacher and student remains the fact that reading and writing the genre can elicit personal transformation. Students will be able to weigh and assess their challenges as they recall heroines or heroes throughout history. In essence, writing students are starting their own historical journeys into the world of literature where adjectives, adverbs, diction, thesis, point of view, voice, tone, theme, style, imagery, language, verbs, parallelism ignite the inner journey toward a clear student writer voice.
Authentic Assessment engages student writers by breaking down interior interpersonal borders. As a framework for teaching composition or introductory literature classes, the short story concentrates on the understanding of the themes of literary consciousness.
Title: Metacognitive Pedagogical Models for Literature Study in Higher Education: Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. Learning strategies based on Metacognitive processes focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Author: Maryann DiEdwardo. University of Maryland University College; Lehigh University, United States of America
Abstract: Metacognitive activities help students plan for tasks by thinking about preparatory skills that the students may have before class, such as social networking. Metacognitive skills also encourage students reflection on their ability to perform tasks. Writing Process with reflective journaling, peer discussions and peer assessments, self-monitoring and student self-assessments offer insight into their own writing process and interaction with a group. Student-directed pedagogical models and 21st century pop culture themes fuse to ignite a learning community for reflection, discovery, and social networking to motivate the 21st century student. ç focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
Globalization of the literary canon requires applications of the aspects of oral history traditions. My class is organized to become a learning community with a focus writing short stories as authentic assessments to develop student voices.
As cultures converge in global 21st century classroom, students of multiethnic backgrounds require varied models to succeed. Reading, writing, and arithmetic which served our industrial society may be enhanced by a new fourth “R” or remembrance as educational focus for the age of technology and multiculturalism. Language is the basis of classrooms whether traditional, enhanced or distance. In fact, egards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Language based upon oral history can connect cultures in classrooms. My presentation centers upon the short stories of Chinua Achebe and Zora Neale Hurston and student examples of multiethnic students writing their own oral histories. I also offer examples of current social networking as a framework for achievement. Students read the works of multicultural authors and create audio presentations in youtube. Music, photography, art, pinterest, twitter and facebook become the new literature. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
By telescoping into a shorter version of oral history, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process to offer transformation.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
added material for newport february 2015
-Participants will learn metacognitive practices to use in traditional, hybrid and distance classrooms
Participants will gain insight into learning communities within the classroom settings with platforms such as chats, discussions, peer assessments, self-monitoring and self-assessments to offer their students insights into their own writing processes and interactions with group.
-Participants will develop student-directed pedagogical strategies and 21st century pop culture themes to ignite a learning community for reflection, discovery, and self-efficacy to motivate students
-Participants will focus on Multiple Intelligence Theory, Life Story Writing, Studying Oral Histories, Writing Process Theory, Learning Paradigm and Learning Communities.
-Participants will gain knowledge of applications of the aspects of models, paradigms and frameworks that apply metacognitive pedagogy to create best practices.
abstract
Applications of models, paradigms and frameworks with metacognitive pedagogy create best practices. In 2003, my original case study research connected music and linguistic intelligences to suggest that modern music lyrics as a catalyst improve self-efficacy and thesis design. My original metacognitive framework employs creative processes to offer transformation. Stories that students create in the new literature of the social network become the new voices for a global cultural literature revolution. Mirror the classroom by following activities that students can perform before they enter the classroom.
The take away is a designed curriculum integrating research findings with participants views and knowledge.
I actively engage students by 1) reading key articles by scholars in the field in blogs, wikis, web sites, books, pamphlets, newsletters, or journals or other material 2) demonstrating techniques of close reading in order to explicate a text with terms of the literary scholar that apply to writing across the curriculum 3) and differentiating among major literary genres to converse, to analyze, and to use cultural heritage. Journey through technology one student at a time to create new voices to develop language skills.
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
500 words
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Power Point, Prezi, Handouts, discussions, group exercises; Review Research, Howard Gardner; Tinto (2003): Shared knowledge, Shared knowing, Shared responsibility;
Paper, annotated bibliography: Pedagogical Models, questions
Writing as a Learning Community to Promote Student Authentic Assessment and Transformation by Maryann DiEdwardo
My class is organized to become a learning community with a focus writing short stories as authentic assessments. By telescoping into a shorter version, writers succeed in the learning community. The framework short story fuses authentic assessment and multiculturalism as a focus to envision the student in a creative process. The Outcome: self understanding and transformation
Review of the Research
Howard Gardner, in Frames of Mind (1983 page 78), regards the “rhetorical aspects of language as the ability to use language to convince other individuals of a course of action; the mnemonic potential of language to help one remember information; the role of language in explanation and the potential of language to explain and reflect on itself as in metalinguistic analysis.”
Tinto (2003) concludes:
Learning Communities tend to form their own self supporting groups
Learning Community students become more active in the learning process and remain so even after class is over
Participation in the Learning Community enhances the quality of student learning
As student see themselves more engaged they persist at a higher rate
Students learn educational citizenship with awareness of their responsibilities in learning experience and their ability to aid others in the experience as well
Shared knowledge, Shared knowing, Shared responsibility
Why should we create a Learning Community?
Knowledge requires language; Knowledge is socially constructed rather than discovered
We can now state this same case positively in a way that includes, but goes somewhat beyond, Dewey’s doctrine that ‘school is primarily a social institution’ and that experience is education. We can now identify the particular experience that educates: constructive conversation. Students learn by joining transition communities in which people construct knowledge as they talk together and reach consensus.
What teachers do is set up conditions in which students can learn. And one of the most important ways teachers do that is by organizing students into transition communities for reacculturative conversation”(1995 Bruffe)
Why do we need learning communities in high education?
According to Cross (1998) The pedagogy of learning community “enhances student learning and persistence and enriches faculty professional lives”
Part 2 Pedagogical Model
Through student-directed pedagogical model, my class fuses into a learning community for reflection, discovery, and peer editing for student motivation and success. I actively engage students
Part III. Designing Authentic Assessments as Models to Nurture and to Motivate
Through reading, analyzing, discussion and eventually writing short stories, creators develop self understanding. The most important aspect of the short story as a literary powerhouse for both teacher and student remains the fact that reading and writing the genre can elicit personal transformation. Students will be able to weigh and assess their challenges as they recall heroines or heroes throughout history. In essence, writing students are starting their own historical journeys into the world of literature where adjectives, adverbs, diction, thesis, point of view, voice, tone, theme, style, imagery, language, verbs, parallelism ignite the inner journey toward a clear student writer voice.
Authentic Assessment engages student writers by breaking down interior interpersonal borders. As a framework for teaching composition or introductory literature classes, the short story concentrates on the understanding of the themes of literary consciousness.
