Abstract
Teachers are considering different models of instruction for student metacognition during work times. The questioning of student metacognition is a part of teaching, and it is something that can be recognized by making changes to allow students to recognize this. Finding more of an insight on how students think about thinking is the driving force to this research. This study was completed in a Southeastern Minnesota fifth grade classroom. For this study, the observer will implement a gradual release of responsibility framework during collaborative work time to determine the effects on participant metacognition. With metacognition as the focus, the observer examines participant engagement, productivity, and characteristics of interactions as defining factors for the study. Findings suggest that the framework does impact metacognition for individual students based on the factors of the research.
Date Action Research Paper Completed
7-2021
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Capstone Advisor
Joel J. Traver, Ed.D.
Location
Rochester
Recommended Citation
Skillings, Kyle R., "The Effects of the Gradual Release of Responsibility Framework on Student Metacognition During Collaborative Work Time" (2021). Education Masters Papers. 1.
https://openriver.winona.edu/educationmasterspapers/1
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
