This essay focuses on learning goal for metacognition. cross-domain aptitudes can be developed in any content area. If this lesson module

learning goal for metacognition

You can use the Talent Goal Frame to create a talent-targeted teaching and learning goal for metacognition (see Figure 4.10). Typically, begin in the center cell of the frame, filling in the required content standards and specific learning objective. Next, select the talent aptitude, keeping in mind that the seven cross-domain aptitudes can be developed in any content area. If this lesson module is part of a problem-based study, such as Perspectives in Art and Culture, you already have an authentic context for the talent-targeted teaching

goal and performance of understanding. If not, the next step is to consider authentic applications of this content. Keep in mind that the Talent Goal Frame process is not, in practice, always linear. Depending on your existing curriculum parameters, you might begin with any cell in the frame. Figure 4.10 Sample Talent Goal Frame: Metacognition Talent Aptitude Content Standard Learning Objective Performance of Understanding 6. Metacognition Understands own thought processes; self-selects appropriate problem-solving strategies; plans; selfmonitors, reflects, assesses, and corrects;

learns from mistakes.

Content Standards Determine theme from details in the text, including how characters respond to challenges. (CCSS.ELA-LITERACY. RL.5.2) Interpret art to identify ideas and mood conveyed. (NATIONAL CORE ARTS STANDARDS: Visual Arts) Objective Demonstrate understanding of the concept of perspective in art and literature. Perspective Photo Essay In the novel Shooting Kabul, Fadi expresses his personal perspective through photography, which also helped him work through problems. Express yourself like Fadi and create an original photo essay and artist’s statement that illustrates your perspective, conveys your values, and may help others work through problems. Talent-Targeted Teaching and Learning Goal: Humanities Perspectives in Art and Culture Demonstrate metacognition by creating a personal perspective photo essay and compose

an artist’s statement

to interpret the photo essay. Student-Directed Talent Goal: I use metacognition to understand how I think, learn, and solve problems. I use that knowledge to complete tasks, improve my work, and learn from my mistakes. Sample Metacognition Talent Goal The metacognition Talent Goal Frame develops a goal from the humanities study Perspectives in Art and Culture.

The corresponding student-directed goal explicitly defines metacognitive behaviors and supports self-efficacy. 80 Teach to Develop Talent Metacognition Talent-Targeted Teaching and Learning Goal Demonstrate metacognition by creating a personal perspective photo essay that reflects your interests and values and compose an artist’s statement to interpret the photo essay. How does this goal develop metacognition?

The goal encourages students

to explore their personal interests and values, self-select strategies to develop the photo essay, monitor and assess the photographs’ effectiveness at conveying ideas (modifying as needed), and understand their thought processes in order to express these in the artist’s statement. The Metacognition Performance of Understanding The performance of understanding is an authentic task that provides evidence of metacognition and mastery of the humanities content standards through an independent performance that demonstrates transfer of learning.

Personal Perspective

Photo Essay In the novel Shooting Kabul, Fadi expresses his personal perspective through his hobby of photography, which also helped him work through problems. Express yourself like Fadi and create an original photo essay and artist’s statement that illustrates a personal perspective, conveys your values, and may help you or others work through problems.

Submission;

firstly, skills

secondly, value

Thirdly, appeal

Finally, time

How This Motivates and Engages

Learners The metacognition goal and performance of understanding support intrinsic motivation and student engagement through autonomy, competence, novelty, and involvement. The goal motivates learners by aiming at a novel and authentic application of the required humanities content and skills, a photo essay and artist’s statement. It answers the “why” for analyzing the overarching theme of perspective by making real-life connections to the students’ personal perspectives. The performance of understanding encourages student engagement through its appeal to individual interests and emotions.

In the study’s core text,

Shooting Kabul by N. H. Senzai, the main character Fadi uses his talent for photography to work out his grief and guilt. This is over the disappearance of his sister when the family escaped Kabul. Students will need to reflect on their own experiences, use creative problem solving, and put time. This  and effort into planning, organizing, and implementing their photo essays. Overall, the task connects them to their community through the meaningful purpose to The performance of understanding encourages student engagement through its appeal to individual interests and emotions. four • Teach the Seven Aptitudes of Innovators 81 communicate a personal perspective that may help others work through their problems. Throughout the lesson module, learners are motivated by a self-directed goal that explicitly defines and describes metacognition.

details;

firstly, be sober

Secondly, be keen

Thirdly, integrioty

further, be crweative

further, be innovative

Lastly, be smart

Lastly, be cautious

Finally, learners

finally, module