Chapter Eight


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  • I think of metacognition as the ultimate part of the learning process. If one can sit re-explain what was learned, you can either notice you have gaps or some parts not fully understood, or, if that did not happen you will gladly realize you 'know' and the learning will get reinforced.
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  • Metacognition does seem like an abstract concept. The more that we question and examine our learning processes, the better we are able to learn, especially when the material is complex.
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  • This was interesting to learn about meta cognition. To think that there are different levels of how one can learn is a heady concept, but it's true and it's helpful to know that there are ways of reaching people on a different level to help them learn more.
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Chapter Eight

  1. 1. Chapter Eight by Lydia , Ray, & Yolanda Modeling Thinking by Building Cognitive Simulations
  2. 2. What is Meta cognition? Meta cognition is a variety of activities or processes for becoming aware of one’s cognitive processes.
  3. 3. What is meta cognition about cognition? <ul><li>Ergo meta cognition that processes and involved in meta cognition then normally thought process for more monitoring in one’s cognitive processes. It then adapts in one’s cognitive processes for a higher level executive process. </li></ul>
  4. 4. What is the purpose? <ul><li>The purpose if for meta cognition to occur when one must stand back then a particular mental activity can comment on that activity rather than participate in it. ( Weisberg, 1997). </li></ul>
  5. 5. Why are Meta Cognition Important skills? <ul><li>The process of meta cognition are required for the most higher order in our thinking skills process. </li></ul>
  6. 6. What do Researcher Say? <ul><li>The good problem solvers differ form poor problem solvers in their use of meta cognition, (Davidson, Deuser, & Sternberg, 1994). </li></ul>
  7. 7. What is just a model building? <ul><li>It enhances cognition in model building that can engage in meta cognition then use of mind tools to build cognition in powerful meta cognitive strategy. </li></ul>
  8. 8. What is Constructed Cognitive simulations? <ul><li>When one create models of cognition one constructs that is known as cognitive simulations. </li></ul><ul><li>An example like computer are run able programs that represent models of human cognitive activities, (Roth, Woods, & People 1992). </li></ul>
  9. 9. What are Model Mental Structures? <ul><li>Human cognitive process like computer programs we contain explicit representations that propose mental process and knowledge structures, ( Kieras, 1990). </li></ul>
  10. 10. What is Primary Purpose? <ul><li>this to reify mental constructs for analysis and theory building which one manifest theories or models for mental functioning on humans. Like Stella’s idea that represent two different theories of conceptual change. Learning courses a require students to build cognitive simulations of process that a student is studying. </li></ul>
  11. 11. Continued <ul><li>Its good to study the process rather than read it because so one may learn. Its to construct the simulation models to provide a medium for testing their model of learning theory. Its best to tutoring and build their knowledge skills is another example of cognitive strategies. </li></ul>
  12. 12. How one can Develop an expert system to simulate reasoning. <ul><li>Its people who most learn from intelligent tutoring systems and build cognitive simulations and control teaching programs called activities. It’s the teachers that make up their own system of teaching strategies and make it work for most students that learn. </li></ul>
  13. 13. Our own teaching activities for students <ul><li>We build them by teaching a positive modeling role figure but to build tools for their own simulations and activities. The happening of engaging at that moment in their won activities are engaged in meta cognition. </li></ul>
  14. 14. Examples of a student asking questions on met cognition in range of learning strategies. <ul><li>Ask: why am I studying this material </li></ul><ul><li>Assigned = Material was assigned by the professor </li></ul><ul><li>Related= Material is useful to related research or studies </li></ul><ul><li>Personal=Material is of personal interest” </li></ul>
  15. 15. More Examples <ul><li>Ask: “How well do I need to know this material? </li></ul><ul><li>Gist=I just need to comprehend he main ideas. </li></ul><ul><li>Discuss=We will discuss and interrelate the issues. </li></ul><ul><li>Evualte=I have to judge the importance or accuracy of these ideas. </li></ul><ul><li>I have to think up issues, new ideas, hypotheses about material. </li></ul>
  16. 16. The process of generating or testing ? <ul><li>It’s a complex but here are some examples of this factor. For personal decision making process. </li></ul><ul><li>8 Depth of processing required by the subject matter </li></ul><ul><li>Learner characteristics is prior knowledge , preferred learning style,etc </li></ul>
  17. 17. More examples <ul><li>Kinds of support strategies that would facilitate maximum efficiency in studying (e.g.,, comfort of the stdying environment and learner’s energy level, attitude toward the task, and perceived self-efficacy). </li></ul>
  18. 18. Using Systems Dynamics Tools to Simulate Thinking <ul><li>This can also play a role in constructing cognitive simulations like Stella’s model that gives motivation a success or failure factors on top of a model. Like the top of component of cognition level of satisfaction or expectancy levels, relevance called effort. </li></ul>
  19. 19. Summary <ul><li>Its encourages the way we learn and think in modeling the ways we want to think meta cognition rather than like our thinking process ourselves in meta cognition simulations that helps learn these activities then engage as learners Using the rule systems THEN or Systems modeling tools that can be used to test students models of cognition to build cognitive and more simper to use. </li></ul>
  20. 20. The End <ul><li>Any Questions </li></ul>