Module 4 Blog Post

For module four, we were assigned to read chapters nine, ten, and eleven and of the three I think chapter nine was the most interesting to me. It goes on to talk about metacognition, problem-solving, critical thinking and argumentation and teaching for transfer. Woolfolk describes metacognition as “knowledge about our thinking processes”(340) or in other words our awareness of out thoughts and thinking process and the way in which we use this information to retain new information. I know confusing right? Metacognition is very important to the way in which students learn considering everyone's level of metacognition is different a no two people are the same. However, there are a number of tools and strategies that teachers can use to help guide students in the growth of using and learning. An example that Woolfolk gave for young students was the KWL strategy. This tool encourages students to question what they already know, what they want to know and what they learned (p.342)

Chapter nine all covers learning strategies. For example I like to annotate when I am learning and reading, it helps me better break down and comprehend the information that I am taking in. for some people this may not be a favorite because it may be like taking the long way around. Some of my peers of would prefer note taking of some other form like Cornell notes. 

          Chapter ten talks about social and cognitive constructivism and collaboration and cooperation. scaffolding student learning is a key concept in the chapter that Woolfolk  said scaffolding is defined by when “teachers and students make meaningful connections between what the teacher knows and what the students know to help the students learn more” (389). It is crucial for educators to scaffold student learning because it allows the student to take ownership in the learning process through the moderation of their teacher. When teachers scaffold learning for their students, it is more than just giving a student literature or work to do but making it clear for the student what the objectives and expectations are for what they are learning. With that students can go forth with clear guidance from their teacher with what they should strive to take away from the portion of a lesson.

        Lastly, chapter eleven goes over cognitive theory, agency, and self-efficacy, self-regulated learning and teaching toward self-efficacy and self-regulated learning. This last chapter is important because it addresses learning from a students functionality in a classroom. Tha ability for students to self regulate and take ownership of their learning process under the guidance of an educator. When teacher better understand how students the concept of how much a student does or doesnt believe in their own cognitive ability yo0u can better understand how and in what measures you need to support that particular student. I precieved it to be important to learn of these concepts to further find a way to instill in students they can and will succeed, through hard work.