A case study observation a child Metacognition "metacognitive development"

case study observation a child Metacognition “metacognitive development” Descriptive cs: involve starting with a descriptive theory. The subjects are then observed and the information gathered is discussed by comparing it to the pre-existing theory, with reference to at least one source must be a book

example for the assignment::::

CRITICAL PEDAGOGY
The Brazilian educator Paulo Freire proposed a method to educate “oppressed peoples”, the vast majority of his adult students. Critical theory re-examines the current structures of various types of society, by pointing out their contradictions and proposing that the oppressed can, by acquiring self-awareness of the causes of their conditions, transform their lives.
According to Freire, people living in poverty do not reflect, they just act. When they reflect, they think they are in the situation they are because that is their destiny (magic awareness), a power stronger than they is dominating their lives. They might even be able to see that their poverty is due to lack of education or lack of opportunities (naïve awareness), but they do not know that there are ways out. It is only when they start reflecting on their behaviors that they can change their situation (critical awareness). The process of problem-solving begins when the teacher listens to learners’ issues. Then, the teacher asks a series of inductive questions (from concrete to analytical) regarding the situation. In the discussion, the learner experiences five progressive steps:
1.Describe the situation; 2.Define the problem; 3. Personalize the problem; 4.Discuss the social implications of the problem; 5. Discuss alternatives.
OBSERVATION
During a walk in my neighborhood late at night, I noticed a man who was sleeping on the steps
of a church, protected by cardboard boxes, holding an empty bottle in his hand.
A policeman stopped by and told the man he could go to a homeless shelter.
The man did not seem to understand. He was probably drunk. He turned on his side and continued
to sleep. The policeman went back to his patrol car and drove away.
REFLECTION
At first, I thought the man was homeless, an habitual drunk who had lost his job because he could not hold
his liquor. Then I thought about Freire’s theory. The following day I went to the church and asked about the
guy who slept on the steps during the night. The priests there knew of him. After he lost his main job,
his wife had left him, taking their two children back with her to their native country.
He had found it difficult to find a new job, because he had little education and his health had deteriorated.
He felt abandoned, lonely and desperate and refused help because he thought he deserved to die: he felt
his situation was due to a power beyond his control. I realized that nobody had told him he was where he
was not because he deserved it, but because of circumstances, and that he was not completely powerless,
that he could still do something to improve his situation, just by letting the priests, or the social workers,
give him a helping hand.

note ::: what we took in class about Metacognition:
knowing what we know,
how we know it,
why we know it (making good use of prior knowledge)
Learning metacognition::
(Impulsive) students not only need to learn
to eliminate distractions,
focus their attention,
and slow down when applying what they have learned,
but also need specific instruction on how to plan, monitor and evaluate their performance

Use of strategies
Tutoring is especially useful for teaching students effective strategy use because they can think aloud, thereby externalizing what are normally hidden thinking processes (Garner, 1988) and helping them to remember what they already know

Please, note that a book should be used as a source