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Stimulating metacognitive awareness in technique class: How to learn how to learn better
Kovacs, Liza MSc, MFA, Université du Québec à Montréal (UQÀM), Montreal, Quebec, Canada
Metacognition is described as an awareness of one's own cognitive processes, as well as an ability to both develop a plan for reaching a goal and evaluate one's effectiveness during that process. Metacognition, said to be one of the most valuable life skills, can be developed. This has significant implication for educators.
The purpose behind this qualitative study was to investigate the presence of metacognitive education in a dance technique class. This was done by identifying the characteristics of teacher interventions and teaching strategies used to nurture the development of metacognitive skills in the context of dance skill learning. This study was conducted in a professional ballet school. Observation took place over the course of two weeks, during which the classes of a master teacher were observed and recorded for later transcription. Notes were also taken in situ. A semi-structures interview with the teacher was carried out and some of the students? written work was examined as well. The model for cognitive education served as a conceptual template (Bransford, Brown and Cocking, 1999, Paour and Cèbe, 1999, Mayer, 2003). Transcripts were analysed and colour coded according to relevant categories. A model emerged as three major categories for metacognitive teaching became manifest:
the teacher sets up conditions favorable to metacognitive activity
the teacher offers a pedagogical structure that promotes problem-solving situations and the exploration of tasks to master
the teacher adopts the role of expert guide/evaluator and provider/sharer of knowledge
The results show that under experienced guidance technique class can be a propitious environment for the students? development of metacognitive skills. Although metacognitive processes are not spoken about in dance contexts, technique classes can offer students rich opportunities to learn how to learn better.
References
Bransford, John D., Brown, Ann L., Cocking, Rodney R., 1999. How People Learn, Brain, Mind, Experience, and School. Washington, D.C, National Academy Press.
Paour, J-L et Cèbe, S. (1999). « Le mouvement de l?éducation cognitive ». Chap. in Métacognition et éducation. Bern, Peter Lang S.A.
Mayer, R. (2003). Learning and Instruction. Upper Saddle River, NJ: Pearson Education Inc.