Lesson study of teaching metacognition & critical thinking

Research output: Other contribution

Abstract

This paper illustrates how Lesson Study has been applied to support the implementation of the Learning to Learn curriculum in Hong Kong. Effective teaching strategies for developing student metacognition and critical teaching thinking were developed through Lesson Study. Five research lessons were implemented in five subjects. Student learning outcome was evaluated by pre-post testing. Visualizing thinking, self-questioning, modeling-coaching-feedback and peer interaction were adopted and found to be effective strategies for developing student’s metacognition and critical thinking ability. These findings are expected to be able to fill the curriculum gap in terms of implementing 21st century skills. Future Lesson Study projects are planned in order to internalize and transfer the knowledge created from these research lessons at the school level. Copyright © 2018 WALS International Conference. All Rights Reserved.
Original languageEnglish
Publication statusPublished - 23 Nov 2018

Fingerprint

Teaching
curriculum
student
coaching
teaching strategy
learning
Hong Kong
ability
interaction
school

Citation

Cheng, E., & Chan, J. (2018, November). Lesson study of teaching metacognition & critical thinking. In E. Cheng (Chair), Lesson study in Hong Kong: A curriculum management approach. Symposium conducted at the World Association of Lesson Studies (WALS) International Conference 2018: Lesson Study and Teacher Education: International Dialogue, Beijing Normal University, Beijing, China.

Keywords

  • TDG project code: T0207
  • Period: TDG 2017-2018
  • Teaching Development Grant (TDG)
  • Teaching Development Grant (TDG) Output
  • Alt. title: Metacognition and critical thinking through lesson study
  • Alt. title: Developing students’ metacognition and critical thinking through lesson study