Improve Reading With Metacognitive Strategies

Meta-Cognitive Process
Metacognitive Processes
Metacognition is one's ability to use prior knowledge to plan a strategy for approaching a learning task; take necessary steps to problem solve, reflect
on and evaluate results, and modify one's approach as needed. It helps learners choose the right cognitive tool for the task and plays a critical role in
successful learning.
What Is Metacognition?
Metacognition refers to awareness of one's own knowledge: what one does and doesn't know; and one's ability to understand, control, and manipulate
one's cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as
well as how and why to use specific strategies. Metacognition is the...show more content...
Learners "construct knowledge" using cognitive strategies and they guide, regulate, and evaluate their learning using metacognitive strategies. It is
through this "thinking about thinking," this use of metacognitive strategies, that real learning occurs. As students become more skilled at using
metacognitive strategies, they gain confidence and become more independent as learners. Individuals with well–developed metacognitive skills can
think through a problem or approach a learning task, select appropriate strategies, and make decisions about a course of action to resolve the problem or
successfully perform the task. They often think about their own thinking processes, taking time to think about and learn from mistakes or inaccuracies
(NCREL, 1995). Some instructional programs that encourage students to learn metacognitive strategies encourage students to engage in
"metacognitive conversations" with themselves so that they can "talk" with themselves about their learning, the challenges they encounter, and the
ways in which they can selfcorrect and continue learning. Moreover, individuals who demonstrate a wide variety of metacognitive skills perform better
on exams and complete work more efficiently–they use the right tool for the job, and they modify learning strategies as needed, identifying blocks to
learning and changing tools or strategies to ensure goal attainment. Because metacognition plays
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Bloom's Taxonomy: Metacognitive Analysis
it is important that I pay attention since I want to learn and make decision whether I want to continue the current behavior or try to engage in the new
activities. Also, make improvement if we have the believe that the knowledge or skills are important to learn and it could help us with what we want
then we become more motivated to learn and achieve our goals. Bloom's Taxonomy levels, I want to make improvement in each levels. Metacognitive
is very helpful because it sets goals, help you keep tracks on how well they achieved, when they will achieve and giving them the knowledge of their
own weakness and strengths and how they can overcome. Also, having the right information that I may need it and get a lot of knowledge before I use
for the

Metacognitive Behavior Analysis
Metacognitive functions supply humans with tools to self–regulate in a wide range of activities helping to maintain and determine effective and
efficient decisions (Flavell, Miller, & Miller, 1993). Ensuring awareness of cognitive functions and physical processes, metacognition "facilitate(s)
processing and movement of information through the system (Schunk, 2012, p. 416). Generally, schools provide an environment where the acquisition
of knowledge and information is a main objective favored over the teaching of metacognitive strategies (Davis, 2000). States have crafted and regulated
curriculum and content in schools by enforcing the use of state standards. These standards are written for content and have subject specific domains.
Strategies that indicate metacognition "include activities such as selecting and organizing information, rehearsing material to be learned, relating new
material to information in memory, and enhancing meaningfulness of material" (Schunk, 2012, p. 417), all features that are omnipresent in the Georgia
Performance Standards (GPS) for the visual arts (VA). The GPS for the VA provide a framework on which educators craftlearning experiences in the
classroom. According to the GPS for VA, content, specifically in high schools, is divided into four subjects: visual...show more content...
The sketchbook is an integral piece of the artistic process and primary visual evidence of metacognitive thinking. If the students are using the
sketchbook effectively there should be ample evidence of trial and error heuristic approaches to meaning making. The preplanning and thinking before
creating are important aspects of the creative process and allow students time for internalizing concepts, media, and techniques presented in class to
synthesize with all of the other contextual factors that affect their artwork

Journal article review on topic: Metacognitive strategies to improve reading comprehension
Research over the years has highlighted the fact that highly proficient strategic readers employ strong metacognitive strategies and have a high degree
of cognizance of the reading strategies they employ. To give a quick understanding of metacognition, one can think of it as the ability to take a bird's
eye view as to the processes involved in mental activities–frequently referred to by educators as thinking about thinking (Anderson, 2002, p.23).
Because metacognition has proven to be vital to reading comprehension, most quality English as a second language (ESL) programs teach and model
reading strategies in order to ensure better reading comprehension. Tools to measure metacognitive awareness are the MARSI
(Metacognitive–Awareness–of–Reading Strategies Inventory) or the SORS (Survey of Reading Strategies) inventory. The SORS is intended for use
with students who are post–secondary, whether native or non–native. This test is divided into three areas: Global reading strategies (GLOB),
Problem–solving (PROB), and Support Reading Strategies (SUP) (Sheory & Mokhtari, 2001). Since academic preparedness in college students,
especially international students, can be molded by socio–cultural factors, research as to the impact of culture on metacognition, particularly in reading
strategy choice, is of interest. The improvement of reading comprehension for international students through the

Metacognitive Therapy Summary
Dr. Adrian Wells, the original developer of metacognitive therapy (MCT), sought to create a transdiagnostic theory and corresponding therapy that in
turn would become an alternative to traditional cognitive–behavioral therapy (CBT) (Normann et al., 2014; Sadeghi et al., 2015; ). Traditional CBT
does not generally address metacognition, but rather the content of specific thoughts, instead (Sadeghi et al., 2015). MCT was created, in part, to
address this deficiency of CBT. MCT has created attention within the scientific community since its arrival at the end of the 20th century as a new
branch of cognitive therapy that is related to third–wave therapies (in the aspect that MCT focuses on mindfully managing one's thoughts) (Normann et
al., 2014)....show more content...
In essence, metacognition is cognition about cognition––thinking about one's attention, thoughts, memory, etc. (Wells, 2009). MCT is based on an
information–processing model first proposed by Dr. Wells, and also co–authored by Dr. Gerald Matthews (Wells & Matthews, 1996). According to
metacognitive theory, metacognitive processes can produce unhealthy ruminational or maladaptive presentations in responding to thoughts (Wells,
2009). This is the focal point of metacognitive therapy practice. An example of a negative or maladaptive metacognition would be a client telling
their therapist: "my thoughts make me feel like a piece of driftwood at sea". Negative metacognitions are at the heart of MCT's view of the origin of
psychopathology (Wells, 2009). MCT borrows from CBT in that they both view maladaptive thinking as cause forpsychology disorder. However, there
is a distinction between the two styles; Metacognitive theory views the origin of psychological disorder as maladaptive metacognitive patterns (rather
than just focusing on the content of negative thoughts), and even judges negative cognitions as naturally temporary (though negative cognitions can
potentially propagate negative metacognitions if not managed effectively) (Hjemdal et al., 2013; Normann et al., 2014; Wells,

The Metacognitive Awareness Inventory
The Metacognitive Awareness Inventory (MAI), established by Schraw and Dennison (1994) was used to measure metacognitive awareness of the
participants. It contains 52 items which measures different aspects of metacognition. Items of MAI are in two sets: "Knowledge of Cognition" and
"Regulation of Cognition". Seventeen objects of the MAI measure knowledge of cognition, and the remaining thirty five items measure regulation of
cognition. The answers are based on true and false scale. The participants are supposed to reply the objects in 30 minutes. Different studies have
supported the suitable reliability and validity of the instrumentThe validity of the this instrument has been reviewed and validated by Schraw and
Dennison (1994) who performed

Reflection Paper On Metacognition
Reflective Writing/Metacognition
Truly understanding what you have learned comes with the benefits of being able to transfer that knowledge to new situations and create more learning
possibilities.
Reflection or metacognition, learning is a process which involve many strategies to reach a greater learning experience. Metacognition is "cognition
about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's own awareness" and higher–order thinking skills.
The term comes from the root word meta, meaning "beyond". (Metcalfe,1994) "Metacognition is a regulatory system that helps a person understand
and control his or her own cognitive performance". (Malamed,2016) To keep thing simple, I will refer to it as...show more content...
Through continuous research, creating a comprehensive checklist, mapping techniques, keeping annotative notes and drawings will yield a beneficial
metacognitive experience. Among all of these methods, students can work on other strategies to help with learning. I often use a rehearsal type method
to become proficient at a particular skill. Being proficient at reading skills is the difference between disappointing work assignments, and being proud
of your accomplished goal.
Goal–setting when learning, typically has a five–step process for success.
The goals should be specific as possible. Knowing what your specific goals are, means you're well organized and focused on what you want to receive
from the text.
Measure your goals to see how well you're doing. Keeping track of your learning progression by monitoring how far or how close you are to your goal.
Determine how achievable the goal is. The goal in mind should not be greater than your own limitations.
The goal should be realistic to you. If the goal is not realistic to you, then it is not realistic at all.
The goal should be timed to let you know how well you did reaching it. Timing yourself is important to manage how efficiently you are reading and
comprehending.
A student's self–efficacy plays a vital role in his/her success.

Metacognitive Therapy (MCT)
The aim of our study was to examine the role of metacognitive therapy (MCT) on obsessive– compulsive disorder (OCD) patients who are already
having transcranial magnetic current stimulation (tDCS) treatment. Besides the psychotherapeutic treatments, there was an incredible amount of
increases in the non–invasive techniques and brain imaging studies due to the development of the technology in last two decades. tDCS is another
non–invasive technique in which a weak current is generated between an anode and a cathode placed on the scalp of the subject ad one of the popular
study method to use nowadays. Metacognitive Therapy is one of the recent development in understanding and solving the causes of mental health
problems. By combining these two

Metacognitive Awareness In College Education
Everson and Tobias (1998) about the realm of metacognitive awareness stated that in college, students study an excessive deal of new data, and are met,
at times, with classroom and laboratory sites that involve them to learn the material and relate problem solving skills in novel and innovative methods.
The literature on human metacognitive awareness creates a fascinating case for its importance in these learning and training settings. True monitoring of
new learning assists students with effective metacognitive strategies to focus on new content and correct their learning objectives. In college
classrooms or advanced training series, for instance, the learner frequently has to master a great deal of new knowledge in a restricted amount of

Meta Cognitive Observation
Republic of the Philippines
Western Philippines University
Puerto Princesa Campus
Puerto Princesa City
EDUC 102: FACILITATING LEARNING "Meta
–Cognitive Observation"
Submitted to: Mrs. Marites Espanueva–Lomocso
Submitted by: Nerissa Mae F. Dadores Andrea Josefa D. Perez (BSED II)
META–COGNITIVE OBSERVATION
Introduction
Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning–relevant properties of
information or data. –J. H. Flavell (1976, p. 232). Metacognition is referred to as, as "thinking about thinking" and can be used to help students "learn
how to learn." Metacognition is important, human uses metacognition in thinking,...show more content...
How do you think you learn things best – by seeing it, by hearing it, or by doing it? Does your teacher help you figure out how you learn things best,
or help you learn that way? Do you do activities to help you learn things in school? What kinds of activities do you do? Do you think they help?
Ask the child to list all the words you asked them to remember. (record their list) Ask the child what did they do the help them remember? Did it work?
Tell the child you are also going to tell them a story and that you want them to listen carefully and retell the story JUST LIKE YOU TOLD IT. Tell the
story you rewrote.
Ask the following series of questions: Do you like to read, why or why not? Is there something that could change at school that might make you like
reading more (even more)? What kinds of things do you read at school? Do you get to choose some of the things you read at school? Do you read

outside of school – if so, what do you like to read? Why do you prefer to read those kinds of things/books? If you don't read outside of school, why?
Do you think reading is important? Many people think that reading well helps you do better in school – do you? Why or why not?
What kinds of things do you do when reading to make sure you understand what you are reading? Has your teacher helped you learn ways to help you
read better? To help you understand and remember what you read?
Ask the child to retell the story, reminding them they

Sleep And Metacognitive Awareness
Sleep and Metacognitive Awareness Many benefits are emerging of sleep on cognition and health, supporting the importance of sleep on waking state
functioning. From a cognitive perspective, sleep has been implied in for example improving memory consolidation, supporting future memory
encoding and generating sleep–related insights over waking state problems (Talamini, Nieuwenhuis, Takashima, & Jensen, 2008; Van Der Werf et al.,
2009; Wagner, Gais, Haider, Verleger, & Born, 2004). From a health perspective, sleep has been linked to improved immune system, metabolism and
endocrine functioning and better cardiovascular health (Dinges, Douglas, Hamarman, Zaugg, & Kapoor, 1995; Spiegel, Leproult, & Van Cauter, 1999;
Knutson, 2010). The discernible

Metacognitive Strategy
Choose one of the theories, cognitive, and describe how it might influence the planning and delivery of lesson instruction. The theory that I choose is
cognitive, another metacognitive strategy that teachers can use to help students learn new information or skills is the reminder device. To influence
students to make connections to a realistic situation and identify patterns is a great way to practice their critical thinking skills. Ask students to always
be on the look for these connections, and when they find one to make sure they tell me. Compare and contrast number patterns, letters or have student
to read two different stories and tell the similarities are difference will help student to use their thinking skills more. Also, students

Metacognitive Awareness Essay
Metacognitive Awareness and Cognitive Strategies Two important concepts dealing with mental process are those of metacognitive awareness and
cognitive strategies. They deal with the notion of how we think about thinking and how our brain processes this information, such as keeping what we
have learned in our memory. Depending at what age this is taking place, there may be some limits as to the capabilities of our memory and what we do
to help us recall this information. Children and adolescents tend to use different methods or strategies to help them develop memory. It is crucial to
continue to find, develop and practice different techniques that will allow us to demonstrate awareness into what and how we think, organize the
information and explain...show more content...
Children in elementary are overly optimistic about how much they can actually remember about different material they have learned, but as children
become older into adolescents, their ability to use various strategies and approaches become greater in enhancing their memory in different
situations. One example that I can think of that was used by my elementary school teacher in helping us learn the multiplication tables was to have
us write them over and over daily to help us recall them. This basically guided me into developing a strategy to help me retain information as I grew
older. I am the type of person who has to write down the information so that I can make sure to be able to remember it. There are people with different
types of strategies as Paul Anderson introduced in his video on "Metacognition". He referred to this as "VARK", where strategies can come from being
Visual, Auditory, Reading or writing and Kinesthetic (Anderson, 2009). During adolescents, using metacognitive awareness in solving mathematical
problems can help them recall different formulas or steps in solving

Metacognition Essay Example
Metacognition Essay I feel I have come a long way my tenth grade year. My writing has gotten so much better and I can write essays of much better
quality now. Things have gotten better like punctuation, thesis, and analysis. To begin with, my punctuation has gotten a lot better. I made a lot of
errors during the beginning of the year and I am starting to make a lot less. Also, my thesis statements have gotten tremendously better. At the
beginning of the year they were really boring. As the year began to progress, the statements got more interesting and creative. My analysis throughout
essays have gotten better. I am much better now at determining things like theme, tone, and finding many literary devices. I can also set up my essays
...show more content...
Another one of my major flaws is having the incorrect point of view. I need to make sure I go over an essay a couple times because I normally add
incorrect point of view the first time. During the second semester, I had a favorite and least favorite project. My favorite was the song
presentation. It was something I really enjoyed because I love music and being able to do a project on something I love is so much fun. I enjoyed
it because I got to find literary devices, establish tone and theme, and find parts in the song to back up my claims. I really enjoy finding literary
devices, whether it's in a song or poetry, and it is one of my favorite things to do in English. I also liked finding the tone and theme. The theme is
always fun to find because there are normally so many possibilities and you get to try to find one that fits the best. The project that I liked the least
was the persuasive outline. I didn't have a problem with it as I was doing the project, and I actually found it rather interesting, but I had to present
it in front of the class. Presenting things in front of the class is my least favorite thing to do. I enjoy most of the projects up until the point where I
step in front of the class. I think I have earned and A or a B this semester. I know most of the material and I that feel I can use it appropriately. After
all of the essays and projects this year I feel that I have gained so much knowledge in English and I think

A Metacognitive Analysis
Metacognition is a crucial part of the critical thinking process. It is referred to as "thinking about thinking" or "the monitoring and control of thought"
(Martinez 696). During the last decades, topic of metacognition gets more and more attention from psychologists, educators, and students. The
incoming data, supporting the significance of metacognitive abilities and their development, serves as a base for implementation of the teaching of
metacognition. Metacognition can and should be taught in the conditions of the modern educational system.
Metacognition plays a major role both in individual's academic and everyday life. In the article "The Power of Reflection", Stephen Fleming agrees
with Flavell's definition of metacognition as a "key to educational success" (2). Many studies have proved that highly cultivated metacognitive abilities
enhance individual's academic performance and lead to academic success (Jacobson 5). Furthermore, Fleming argues that metacognition, being applied
in a wide range of the situations, turns out to be "a vital survival skill" (7). Thus, given the significance of metacognition, the teaching of metacognitive
strategies should become one of the primary goals of modern education system....show more content...
Modern studies suggest that metacognition "is an independent function of the brain" and not just a skill individuals acquire during their lifetime
(Fleming 4). However, our ability to reflect and appraise our own thinking process "is not an automatic process but is a result of long term development
of the cognitive system" (Jacobson 4). Therefore, metacognition needs to be cultivated in a person through different approaches and techniques.
Moreover, continuous work on the metacognitive development in both academic and everyday life is the only way to master and gain proficiency of
metacognitive

Metacognitive Self Regulation
Rationale
The purpose of this study is to investigate whether metacognitive and self–regulation interventions improve mathematical achievement in children with
attention deficit hyperactivity disorder (ADHD). Although self–regulation has an ambiguous meaning, recently it has been referred to as "the ability to
manage one's behavior, so as to withstand impulses, maintain focus, and undertake tasks, even if there are other more enticing alternatives available"
(Boyd et al., 2005, p. 3). Jarvela and Jarvenoja, (2011), Zimmerman, (2008) stated that self–regulation is essential to the learning process and Wolters
(2011) suggested that it can aid individuals, especially secondary school students in developing more effective learning habits. Self–regulation...show
more content...
Due to this particular research on the development of self–regulation in children many studies have investigated the possible effects of metacognitive
and self–regulation strategies on academia. For example, Labuhn et al., (2010) reported that students that received SRL assistance and guidance were
more likely to exhibit higher levels of self–efficacy towards their academic ability resulting in improved performance within the classroom. It was also
concluded that self–regulated learners performed at a higher standard in comparison to students that did not receive SRL guidance (Labuhn et al.,
2010). Additionally Researchers, Graham & Harris (2000) and Kistner et al. (2010) found that SRL results in improved performance within a learning
environment and can also limit academic deficiency in many students. Self–regulated learning strategies and interventions must be aided by
metacognitive reflection and feedback from teachers and at times from peers through group tasks etc. (Dignath and BГјttner, 2008). Although there are
countless studies investigating metacognition and self–regulation strategies, those that address individuals with behavioural disorders are scarce,
especially in regards to children. The reasoning for this is not only due to the numerous challenges regarding the formulation of self–regulatory abilities
in children (Harris & Schmidt, 1997), but also due to the significant problems with attention, inhibition and impulsivity that children with ADHD
exhibit which makes formulation of self–regulatory an incredibly difficult task. This study therefore aims to provide further information and
understanding on the

Metacognitive Thinking Analysis
My dream could go from becoming a professional soccer player to living by the beach in a grand mansion. Ultimately my Dream would be to one
day have the privilege of visiting Paris with my family. To most people this wouldn't seem like such a grand amount of a dream, but to me this would
be such a huge accomplishment. I was brought to the United States at a very young age and having the opportunity to travel outside of this country, has
never been an option. All things considered, this would be the greatest fulfilment in my life. My parents were always there motivating me to go to
college. But besides that it was knowing in myself that my parents had sacrificed their lives, by leaving their home and coming to the United States in
hopes that...show more content...
Metagognitive thinking Coates mother would make Coate write a series of questions that would make him visualize everything he'd done in class and
reflect on the reasons he had done it. This is an example of metacognitive thinking because Coates was analysing the decisions he had made to better
understand why he was doing the things he has doing.
"Drawing yourself from consciousness" is not an easy task and not many people do so. But sometimes you have to sit down and think of situations
that are occurring in your life and simply reflect on them. An easy way to do so would be to talk to a counselor about everything that was or has
been going on in your life. Simply just writing thoughts down or saying them out loud could draw you out of consciousness and make you understand
what is going on. College can help you reflect on your own learning in many different aspects; from seeing if you procrastinate too often, to
recognizing that you work better alone or even helping you realize that you do not work well under pressure. You can will know when you are
growing and changing as a person when you start to do things you would never do before, such as reflecting on achievements you have accomplished
or even acknowledging that you have put things off that aren't that important and have focused primarily on the more significant aspects in your

Metacognitive Regulation Paper
Since I have started college I have realized that being organized and using a planner is very important. I have never really used organization skills
since being in school. Metacognitive regulation is a big thing especially the monitoring aspect of it. The monitoring aspect is when you plan and use
your personal knowledge and making changes to anything. Metacognitive regulation has three parts to it. There is the planning, monitoring, and
evaluating. The first step is planning. That is when you organize using certain strategies and when to use them. For me, I like to use different colors
for certain events. For example, blue is math, yellow is reading, and pink is personal activities. That is a way that helps me keep my planner organized
and...show more content...
Locus of self–control has two different to it, the internal and external aspects. Internal locus of self–control means that we have control of our lives.
More successful people have this self–control. The three in the external self–control which means that our lives are controlled by external forces such
as, karma, other people, etc. Internal self–control is what I feel I have learned and grown to have through this class. I feel everything that I choose to
do through every day is controlled by what I feel is best. For example, one time I was driving down the road and took too wide of a turn. My car
then fell into a pot hole in the side of the road as my tire popped. It was my fault because I took too wide of a turn. I didn't think that it was karma
from something that happened the other day. External self–control is what I used to think about my life. I used to believe that everything bad that
happen was from another external force. When I was about five years old, I used to hear everyone talking about karma. I had no clue what it meant
until about 8. Karma means that the person's destiny or fate happens from a previous existence. An example of this is when my sister and I were
little; we would fight like siblings would. Sometimes we would fight around family and you would hear someone say "watch out karmas going to get
you." I never really believed in karma, I always thought it was something to say when you didn't want to take ownership of what

Improve Reading With Metacognitive Strategies

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