The Development Of Expert Learners In The Classroom

Rahman, Saemah; Mahmud, Zuria; Yassin, Siti Fatimah Mohd; Amir, Ruslin; Ilias, Khadijah Wan

doi:10.19030/cier.v3i6.209

Cited by 3 publications

(3 citation statements)

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“…Metacognitive reflection helps students to be aware of the learning process through which it passes (Beyer, 1988). In this study, among the activities involved in the process of metacognitive reflection is to evaluate the achievement of learning outcomes and learning content (the content of a subject) and the process of learning how to learn (Saemah et al, 2010). Metacognitive reflection practices through metacognitive strategies technique encourage students to make self-reflection.…”

Section: Discussionmentioning

confidence: 99%

“…Review of past studies revealed that students did not have thinking and learning management skills (Shahlan, 2012). In addition, there is a lack of metacognitive knowledge namely declarative knowledge, conditional knowledge and procedural knowledge in writing tasks (Saemah, 2010). It is not known how students capitalized this kind of thinking skills in their writing activity.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Metacognitive Knowledge in Essay Writing among High School Students

Surat¹,

Rahman²,

Mahamod³

et al. 2014

IES

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This paper report part of a bigger project aimed to evaluate the effectiveness of metacognitive strategies on students' performance in essay writing. The aspects of metacognitive strategies considered in this study include the use of declarative knowledge, conditional knowledge, and procedural knowledge. The focus of this paper is on the use of metacognitive strategies during the writing activity. Before the intervention process, the participants were given a task to write an essay and after that they were asked to do metacognitive reflection. Data were analyzed using content analysis procedure. The respondents consisted of 18 secondary school students from poor urban community. The data revealed that ten participants did not use declarative knowledge namely: i) did not make the outline of the essay before writing, ii) did not identify keywords that represent the requirement of the question, and iii) how to expand ideas. These results indicate that students did not possess enough declarative knowledge about writing. The study also found that 11 respondents did not use declarative knowledge in the attempt to expand ideas. In terms of conditional knowledge, nine of the respondents still could not identify when and why certain strategies should be used. Whereas in terms of procedural knowledge, the study showed that all the participants did not show the use of important steps needed in writing a good essay. In conclusion, this study provides evidence on the need of an intervention or teaching modules to help improve students writing skills.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Use of Metacognitive Knowledge in Essay Writing among High School Students

Surat¹,

Rahman²,

Mahamod³

et al. 2014

IES

Self Cite

View full text Add to dashboard Cite

show abstract

“…Woolfolk (2008) revealed three characteristics of expert learners: they focus their attention on materials learned, give the effort to process the information deeply, and take responsibility for their learning. Rahman et al (2010) pointed out one of the important characteristics of expert learners: controlling their learning through meta-attention and meta-comprehension. These authors clarified expert learners as having a specific goal at the beginning of the lesson to help them focus and, consequently, monitor and evaluate their learning outcomes.…”

Section: Characteristics Of Expert Learners In the Context Of Inclusive Educationmentioning

confidence: 99%

The Goal of the Universal Design for Learning: Development of All to Expert Learners

Navaitienė

Stasiūnaitienė

2021

Inclusive Learning and Educational Equity

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Over the past 10 years, every learner’s ability to achieve the highest level of learning success has become quite an important topic. The Universal Design for Learning (UDL) sets a goal to allow all learners to achieve their optimal learning experience that matches inclusive education. Learners who can assess their own learning needs set their personal learning goals, and monitor their progress are termed the expert learners (McDowell. Developing expert learners: a roadmap for growing confident and competent students. Corwin, 2019). This chapter focuses on theoretical backgrounds for expert learners’ paradigm. It starts from fundamental constructivist theories and moves towards the theory of self-regulation and cognitive neuroscience approach. It concentrates on the theory of self-determination, which, in our opinion, validates in the best way the nature of the expert learners’ development. Implementation of the Universal Design for Learning allows all learners to access, participate in, and progress in the general-education curriculum. This chapter presents the specific profile of the expert learners covering their main characteristics and qualities and revealing the essence of the UDL framework. Educators could use the profile as the educational guidelines conductive to understand how the process of becoming the expert learner proceeds.

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The Use of T-Meta Strategy to Improve Educational Aspirations of Students in Urban Poor Communities

Iosr¹,

Surat²,

Rahman³

et al. 2015

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The Development Of Expert Learners In The Classroom

Cited by 3 publications

References 4 publications

The Use of Metacognitive Knowledge in Essay Writing among High School Students

The Use of Metacognitive Knowledge in Essay Writing among High School Students

The Goal of the Universal Design for Learning: Development of All to Expert Learners

The Use of T-Meta Strategy to Improve Educational Aspirations of Students in Urban Poor Communities

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