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Probing Teachersí Lesson Planning: Promoting Metacognition


by Billie Eilam - 2017

Classrooms are complex systems, with dynamic interactions of different kinds among their composing varied elements. Such complex interactions lead to the systemís unpredictable emergent learning behaviors. To support teachersí lesson planning and monitoring in the complex environment of classrooms, the present article examines the core metacognitive skills of goal-directed lesson planning and monitoring and presents a novel tool for scaffolding teachersí self-regulated instruction by increasing their awareness of goals, activities, discrepancy cues, and instructional time management. The chapter describes a qualitative pilot study with two experienced teachers working in a secondary school and a particular teachersí professional development program. It investigates their utilization of this metacognitive scaffolding tool that has been previously validated as promoting ninth gradersí metacognitive awareness and adapted for teachersí use. This Lesson Planning-Monitoring Scaffold (LPMS) supported teachersí lesson planning (including activities sequences, learning settings, and time management), monitoring of plansí enactment, and postlesson as well as yearly reflections on lessonsí goal achievement and toolís support. The rationale and structure of this metacognitive tool are described, and teachersí use of the tool is analyzed. Finally, implications for future research on the LPMS and its uses are discussed.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. 1-28
https://www.tcrecord.org ID Number: 21916, Date Accessed: 8/22/2019 6:52:20 PM

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About the Author
  • Billie Eilam
    University of Haifa, Israel
    E-mail Author
    BILLIE EILAMís research focuses on acquisition and application of cognitive and metacognitive skillsóe.g., self-regulated learning, categorization, visualization, and spatial-related skillsóin learning, instruction, and curriculum. In particular, she examines theoriesí applications in the authentic STEM field. She authored a book on teachersí visualization (Cambridge Press), coedited another book on this topic (Springer), and publishes in international peer-reviewed journals. She served as head of Haifa Universityís Department of Learning, Teaching, and Teacher Education.
 
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