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008			210930s2021 si | s |||| 0|eng d
020			_a9789811655692
024	7		_a10.1007/978-981-16-5569-2 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aLB1050.9-1091 _b2021 EB
100	1		_aCheng, Eric C. K. _eautor _0(orcid)0000-0003-1801-7321 _1https://orcid.org/0000-0003-1801-7321 _4aut _4http://id.loc.gov/vocabulary/relators/aut _9681390
245	1	0	_aDeveloping Metacognitive Teaching Strategies Through Lesson Study _cby Eric C. K. Cheng, Joanna K. M. Chan
250			_aFirst edition 2021
264		1	_aSingapore _bSpringer International Publishing _c2021
300			_a1 recurso en línea (IX, 79 páginas) _b17 ilustraciones, 4 ilustraciones a color
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aarchivo de texto _bPDF
490	0		_aBehavioral Science and Psychology (SpringerNature-41168)
490	0		_aBehavioral Science and Psychology (SpringerNature-43718)
505	0		_aThe Challenges for Implementing Competency-Based Curriculum -- Conceptualization of Metacognition and Metacognitive Teaching -- Crafting Metacognitive Teaching Strategies through Lesson Study -- Enacting the Variation Pattern through Metacognitive Teaching Strategies -- Internalization of Metacognitive Teaching Approaches through Lesson Study.
520	3		_aThe book illustrates how Lesson Study can be applied to craft metacognitive teaching strategies to enhance students' learning to learn competencies. Based on the findings of an empirical study of a university-funded teaching development project, this book reports how to apply Lesson Study and Learning Study to enhance teachers' metacognitive teaching competencies with a view to tackling the impacts and challenges created by and underlying the learning to learn curriculum. The book allows readers to experience metacognitive learning by sorting the prior knowledge on the metacognition, setting the goal and planning reading schedule, checking their understanding and progress, evaluating what they have or have not learned and reflected on their reading experience and feelings. Readers can grasp the key concept underpinning metacognitive teaching, including teaching strategies for developing students' metacognitive abilities that include working on problem-solving activities, working on small collaborative groups, making metacognitive and learning strategies explicit, and encouraging students to reflect upon and talk about their learning. .
988			_aSpringer_Psychology_2021
650		7	_2embne _9672414 _aMetaconocimiento
650		7	_2embne _9159143 _aAprendizaje cognitivo
650		7	_9405036 _aAprendizaje _2embne
650		7	_2embne _9158062 _aProgramas de estudio
700	1		_aChan, Joanna K. M. _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9681391
776	0	8	_iPrinted edition: _z9789811655685
776	0	8	_iPrinted edition: _z9789811655708
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-981-16-5569-2 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid)
942			_2lcc _cLE
998			_b01/2022 _dz _esc _zSI