-> SK-->getting help with Logo from him. In brief, Darius moved up to
-> the high SK-->reading group, skipping the third preprimer. He began
-> completing twice as SK-->much work per day as he had previously. He
-> participated eagerly during
->      Don't you think that if it wasn't logo that brought the child
->      out, it would have been something else?
That's a good question. Probably. I guess that one of the points,
however, is to show that Logo could be a tool that would spark interest
in (at least some) students.
-> SK-->most students do not monitor their own problem solving, from
-> early childho
->    Mainly because we haven't taught them to, it's fairly recently
->    that the importance of metacognition is widely understood.
When you say "recent"...what time span are you referring to in this
context? I've heard of metacognition a good 10 years ago (does that fall
under recent?). The problem is, that it is difficult to devise
activities that encourage metacognition.
Well, I guess certain types of journal writing assignments could
_foster_ some metacognition, as well as group activities _if_ one of the
students explains to another student how or why they approached a
problem a certain way. Still, I think it is a very difficult thing to
get to in most classroom activities.
Sheila
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