Literacy Writing Quadrants as a Metacognitive Tool for Teacher Preparation
Track
Research Project / Learning Theories and Pedagogy
Abstract
Hall and Strangman (2002) integrate graphic organizers (GO) to support teaching and learning. Dye (2000) explains that GO sare visual displays that make information easier to understand (p. 1 as cited by Torres, España, Orleans, 2014). GOs provide a holistic representation of facts and concepts and their relationships within an organized frame. GO have been applied across a variety of content areas and research-based applications. Hall and Strangman (2002) recognize the use of GO to express cause and effect, comparison and contrast, organization of problems and solutions, and relationship of information to main ideas. GOs have great acceptance in classrooms as teaching approach and strategy (Torres, España, Orleans, 2014). One of the most well-known GO in the shape of a quadrant is the Frayer model (1969).
This presentation displays data on how literacy writing quadrants serve as a metacognitive tool to organize practical and theoretical knowledge while developing teachers’ writing instruction. By examining teachers’ literacy writing quadrants, narratives and reflections via Ausubel’s learning theory, the presenter will identify and analyze how teachers reflect on their practical and theoretical knowledge and how this practice impacts their understanding of student learning and writing.
Implications for literacy writing quadrants as a metacognitive tool to organize practical and theoretical knowledge while developing teachers’ writing instruction are shared and analyzed in order to improve classroom practices.
Session Format
Presentation Session
Location
Room 211
Recommended Citation
Olan, Elsie L. Dr., "Literacy Writing Quadrants as a Metacognitive Tool for Teacher Preparation" (2016). SoTL Commons Conference. 77.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/77
Literacy Writing Quadrants as a Metacognitive Tool for Teacher Preparation
Room 211
Hall and Strangman (2002) integrate graphic organizers (GO) to support teaching and learning. Dye (2000) explains that GO sare visual displays that make information easier to understand (p. 1 as cited by Torres, España, Orleans, 2014). GOs provide a holistic representation of facts and concepts and their relationships within an organized frame. GO have been applied across a variety of content areas and research-based applications. Hall and Strangman (2002) recognize the use of GO to express cause and effect, comparison and contrast, organization of problems and solutions, and relationship of information to main ideas. GOs have great acceptance in classrooms as teaching approach and strategy (Torres, España, Orleans, 2014). One of the most well-known GO in the shape of a quadrant is the Frayer model (1969).
This presentation displays data on how literacy writing quadrants serve as a metacognitive tool to organize practical and theoretical knowledge while developing teachers’ writing instruction. By examining teachers’ literacy writing quadrants, narratives and reflections via Ausubel’s learning theory, the presenter will identify and analyze how teachers reflect on their practical and theoretical knowledge and how this practice impacts their understanding of student learning and writing.
Implications for literacy writing quadrants as a metacognitive tool to organize practical and theoretical knowledge while developing teachers’ writing instruction are shared and analyzed in order to improve classroom practices.
