METACOGNITIVE STRATEGIES IN THE TEACHING AND LEARNING OF GERMAN AS A FOREIGN LANGUAGE
| Title | ΜΕΤΑΓΝΩΣΤΙΚΕΣ ΣΤΡΑΤΗΓΙΚΕΣ ΣΤΟ ΜΑΘΗΜΑ ΤΗΣ ΓΕΡΜΑΝΙΚΗΣ ΩΣ ΞΕΝΗΣ ΓΛΩΣΣΑΣ / METACOGNITIVE STRATEGIES IN THE TEACHING AND LEARNING OF GERMAN AS A FOREIGN LANGUAGE |
| Title in German | Μetakognitive Strategien im DaF-Unterricht |
| Code | ΓΔ_012 |
| Faculty | Philosophy |
| School | German Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | Yes |
| Status | Active |
| Course ID | 600014195 |
Programme of Study: Language and Culture in the German-speaking Area (2012-today)
Registered students: 8
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Linguistics-Teaching | Elective Courses belonging to the selected specialization | Winter/Spring | - | 9 |
| Academic Year | 2018 – 2019 |
| Class Period | Winter |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Class ID | 600100470
|
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600100470
- At the Website of the School:
- eLearning (Moodle):
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- German (Instruction, Examination)
Learning Outcomes
At the end of the semester students must be able to:
• to be familiar with the main features of metacognition and the metacognitive strategies
• to incorporate those strategies into activities of didactic scenarios
• to use new technologies (ICT) in the implementation of didactic scenarios
• to search for and find the necessary bibliography in various ways, including keywords from computer-based databases
• to make justified didactic remarks based on the theory they were taught and the lesson analysis they have conducted
• to make presentations using various presentation means and techniques
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- Appreciate diversity and multiculturality
- Respect natural environment
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
The aim of the course is to familiarize the students with those strategies, so that they make their own suggestions for their implementation and incorporate them into the course of German as a foreign language. The basic assumption is that the implementation of metacognitive strategies within didactic scenarios is linked to an improvement of learning and performance.
In the first part of the seminar, the objectives, the prerequisites, and the basic metacognitive processes of metacognition will be analyzed.
In the second part of the seminar, the students themselves will present educational activities of didactic scenarios which incorporating metacognitive strategies, within the framework analyzed in the first part.
Finally, the students will summarize their conclusions and make proposals to apply their theory and research results to specific areas of teacher education.
Keywords
Metacognitive strategies, supervision, control, regulation, cognitive activity, learning process, didactic scenarios, educational activities, lesson plans
Educational Material Types
- Notes
- Slide presentations
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Laboratory Teaching
- Use of ICT in Communication with Students
Description
During lectures, we use new information and communication technologies (ICT), such as the pc for the projection of slides, videos etc., and the interactive whiteboard.
Additionally, the moodle platform is used for the following:
a) To make announcements concerning all the participants
b) To upload any additional material the lecturers use with the students in conventional or in powerpoint form
c) To send group electronic messages to sub-groups
d) To upload scientific papers that need to be studied
e) To give directions regarding the writing of the papers and the final written exam
f) To receive the in-between papers, which the lecturers correct and return with their remarks to the students
g) To check students’ papers for plagiarism
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Seminars | 39 | 1.6 | |||
| Reading Assigment | 66 | 2.6 | |||
| Project | 40 | 1.6 | |||
| Written assigments | 80 | 3.2 | |||
| Total | 225 | 9 |
Student Assessment
Description
The final grade is calculated as follows:
• presence and active participation in the seminar (1/3 of the grade)
• group presentation of empirical research (1/3 of the grade)
• written paper at the end of the semester (1/3 of the grade)
A minimum grade of 6 must be achieved in every part.
Student Assessment methods
- Written Assignment (Summative)
- Performance / Staging (Formative, Summative)
- Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
Γωνίδα, Ε. (2001). Γνωστική και μεταγνωστική άσκηση κατά την προσχολική ηλικία. Προσκεκλημένη ανακοίνωση στο 1ο Ευρωπαϊκό Συνέδριο Ψυχοπαιδαγωγικής Έρευνας με θέμα “Γνωστική και Γλωσσική Ανάπτυξη: Σύγχρονες Ερευνητικές Προσεγγίσεις”, Αθήνα.
Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dordrecht, The Netherlands: Kluwer.
Θεοδοσίου, Α. (2004). Μεταγνωστικές στρατηγικές και κλίμα παρακίνησης στη Φυσική Αγωγή. Αδημοσίευτη διδακτορική διατριβή, Δημοκρίτειο Πανεπιστήμιο Θράκης, Κομοτηνή.
Hucker, D. J., Dunlosky, J. & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
Kaiser, Ruth/Kaiser, Arnim (2006): Denken trainieren, Lernen optimieren. Metakognition als Schlüsselkompetenz. 2., überarbeitete Auflage. Augsburg: ZIEL.
Konrad, Klaus (2005): Förderung und Analyse von selbstgesteuertem Lernen in kooperativen Lernumgebungen. Bedingungen, Prozesse und Bedeutung kognitiver sowie metakognitiver Strategien für den Erwerb und Transfer konzeptuellen Wissens. Lengerich: Pabst Science Publishers.
Κωσταρίδου-Ευκλείδη, Α. (2011). Μεταγνωστικές διεργασίες και αυτο-ρύθμιση. Αθήνα: Πεδίο.
Μπαναβόπουλος, Κ. (2003). Μια πρόταση για συνδυαστική άσκηση γνωστικών και μεταγνωστικών ικανοτήτων. Στο Α. Ευκλείδη, Μ. Τζουριάδου & Α. Λεονταρή (Επιμ. Έκδ.), Επιστημονική Επετηρίδα Ψυχολογικής Εταιρείας Βορείου Ελλάδος (Τόμος 1, σ. 36-59). Αθήνα: Ελληνικά Γράμματα.
Παντελιάδου, Σ. (1999). Μεταγνωστικές δεξιότητες και οργάνωση συμπεριφοράς για παιδιά με μαθησιακές δυσκολίες. Θεσσαλονίκη: Αυτοέκδοση.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140.
Last Update
10-06-2018
