Cognitive strategies and matacognitive strategies
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This document discusses cognitive and metacognitive strategies for language learning. Cognitive strategies operate directly on incoming information to enhance learning, such as repetition, translation, note-taking, and deduction. Metacognitive strategies involve planning, monitoring, and evaluating one's own learning process rather than the learning itself. Metacognitive strategies include directing attention, self-monitoring, self-evaluation, and self-reinforcement at different stages of the learning process. Planning can occur before or during a task, and monitoring and evaluating allow learners to assess their performance and progress.
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Learning strategies are mental steps that help students learn a new language and regulate their learning efforts. They include cognitive strategies like repetition, translation, note-taking, and contextualization that directly manipulate information, as well as metacognitive strategies for planning, monitoring, and evaluating one's learning like directed attention, self-monitoring, and self-evaluation. Learning strategy instruction teaches students how to learn and use strategies to be active, successful learners.
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This document discusses cognitive learning strategies and classifies them into different categories. It defines cognitive strategies as behaviors and procedures that make learning, thinking, and problem solving easier. Cognitive strategies are divided into learning strategies used by students and teaching strategies used by teachers. Teaching strategies are classified as pre-instructional, co-instructional, or post-instructional depending on when they are introduced in the learning process. Some examples of cognitive learning strategies students can use include repetition, translation, note-taking, deduction, and questioning for clarification.
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Cognitive strategies operate directly on incoming information to manipulate it and enhance learning. They include repetition, using resources like dictionaries, translation, note-taking, deduction, contextualization, transfer, and inferencing. Metacognitive strategies involve planning, monitoring, and evaluating one's own learning process rather than the learning itself. They include directing attention, selective attention, self-monitoring, self-evaluation, and self-reinforcement at various stages of planning, monitoring, and evaluating a task. Metacognitive knowledge includes facts learners acquire about their cognitive processes and how to apply them in different situations to gain knowledge and skills.
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This document discusses cognitive and metacognitive learning strategies and processes. It defines cognitive strategies as those that can be applied directly to learning problems, like paraphrasing or outlining, while metacognitive strategies include recognizing what strategy is needed, selecting strategies, and assessing strategy effectiveness. It then outlines Schumaker and Deshler's 8-step instructional sequence for teaching learning strategies to students. Finally, it discusses specific metacognitive strategies like imagery, elaborative interrogation, acronyms, summarizing, and the keyword method that can enhance memory, and argues the top three reasons for explicitly teaching metacognitive strategies are to develop deeper text understanding, higher-level thinking, and self-directed learning into adulthood.
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Cognitive strategies operate directly on incoming information to manipulate it and enhance learning. They include repetition, using resources like dictionaries, translation, note-taking, deduction, contextualization, transfer, and inferencing. Metacognitive strategies involve planning, monitoring, and evaluating one's own learning process rather than the learning itself. They include directing attention, selective attention, self-monitoring, self-evaluation, and self-reinforcement at various stages of planning, monitoring, and evaluating a task. Metacognitive knowledge includes facts learners acquire about their cognitive processes and how to apply them in different situations to gain knowledge and skills.
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Robert Gagné was an educational psychologist known for his theory of instruction called the "Conditions of Learning". The theory outlines five categories of learning and eight types of learning that require different instructional conditions. Gagné believed that learning progresses from simple to complex and that each type of learning builds on lower levels. The theory provides guidelines for instructors to gain attention, present objectives, stimulate recall, provide guidance, elicit performance, and assess learning. However, the theory has been criticized for not accounting for self-learning or discovery-based learning.
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Learning strategies are approaches used by students to help them understand information and solve problems. There are two main types: cognitive strategies, which involve manipulating information through processes like repetition, note-taking, and deducing; and metacognitive strategies, which allow students to plan, monitor, and evaluate their own learning through techniques such as paying directed attention, self-monitoring performance, and self-evaluation. Learning strategy instruction teaches students how to learn and apply information to be successful problem solvers.
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Robert Gagne was an American psychologist known for his theory of instruction, which outlines nine instructional events that are important for learning. These events include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also proposed a hierarchy of five different types of learning outcomes of increasing complexity, from simple stimulus-response learning to more complex problem solving. His work provided a framework for instructional design based on understanding internal learning processes.
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The Assessment Hierarchy, a Miller Guidance tool, helps schools to organize their assessments by grade level, type and targeted student group. This activity eliminates costly gaps and overlaps in the data that is collected and minimizes the impact on instruction.
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Robert Gagne was an American psychologist known for his theory of instruction, called the Conditions of Learning. The theory outlines five categories of learning - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes - which each require different types of instruction. Gagne also proposed nine instructional events that should be included in a lesson to support different cognitive processes involved in learning. The theory has been widely applied to instructional design, especially in military training settings due to the well-defined nature of many military tasks.
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The document discusses key concepts from the Common European Framework of Reference for Languages (CEFR). It defines a task as a purposeful action to achieve a goal, such as moving furniture or writing a book. A language activity involves using communicative competence to process texts to complete a task, like reading instructions to dismantle furniture. A strategy is a planned approach used to accomplish a task, such as finding resources or self-correcting. The CEFR provides reference tables and descriptors that can help establish objectives and evaluate proficiency levels.
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Gagne's theory of conditions of learning specifies that there are different types of learning outcomes that require different internal and external conditions. He identified five categories of learning - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Different instructional approaches and conditions are needed for each type of learning. For example, problem solving opportunities are needed to learn cognitive strategies, while exposure to role models is needed to learn attitudes. Gagne also proposed nine instructional events that are meant to satisfy the necessary conditions for learning, such as gaining attention, informing learners of objectives, and assessing performance.
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Robert Gagné developed an instructional theory focused on specific learning outcomes and conditions to achieve those outcomes. His theory includes nine events of instruction that are meant to support internal learning processes, such as gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting performance, giving feedback, assessing performance, and enhancing retention and transfer. While influenced by behaviorism, Gagné's theory later incorporated cognitive concepts like information processing. The nine events are a framework for teachers to deliberately structure instruction to facilitate different types of learning.
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Power Point Presentation Gagne's hierarchy of learning
Robert Gagne's hierarchy of learning outlines 8 types of learning: 1) Signal learning involves classical conditioning, 2) Stimulus response learning is trial and error operant conditioning, 3) Chaining links ideas together through previously learned stimuli, 4) Verbal association involves learning verbal chains through language, 5) Multiple discrimination is the ability to discriminate between things, 6) Concept learning uses abstraction and generalization to form concepts, 7) Principle learning chains multiple concepts together, and 8) Problem solving combines previously learned principles to solve complicated problems.
Approaches and procedures for teaching grammar
This document outlines five approaches to teaching grammar: consciousness-raising, explicit knowledge, implicit knowledge, deductive approach, and inductive approach. It also describes a five-step procedure for teaching grammar that includes building student knowledge of a rule, eliciting rule functions, practicing the rule, checking student comprehension, and expanding their knowledge. The goal is to develop both declarative and procedural grammatical knowledge through focused instruction and communicative exercises.
Gagne Nine Events Of Instruction
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Metacognition refers to thinking about one's own thinking. It involves awareness and understanding of one's own thought processes. There are two main components - knowledge about cognition and regulation of cognition. Knowledge of cognition includes knowledge about strategies that can be used for different learning situations. Regulation of cognition refers to skills such as planning, monitoring, and evaluating one's comprehension. Metacognitive skills are essential for effective learning as they allow students to consciously monitor and manage their learning.
Altrenative Assessment
Alternative assessment focuses on continuous student progress rather than standardized tests. It allows students to provide open-ended responses and actively participate in self and peer evaluation. Characteristics include being teacher-generated to consider individual backgrounds, flexibility to develop over time based on objectives, and accommodation of different learning styles. Alternative assessment measures applied proficiency through authentic tasks where students help set criteria and demonstrate language use, unlike traditional tests that focus on right/wrong answers. While time-intensive, it provides realistic performance evaluation of valued skills not captured by tests.
What is metacognition knowledge
Metacognitive knowledge involves awareness of one's own cognition as well as knowledge about cognition in general. It includes knowledge of strategies for learning, problem solving, and thinking. Strategic knowledge encompasses general learning strategies like rehearsal, elaboration, and organization. Metacognitive knowledge also includes knowledge of cognitive tasks and conditions for using different strategies, as well as self-knowledge about one's own strengths, weaknesses, and motivation. In contrast, metacognitive control processes involve monitoring, controlling, and regulating one's cognition during learning.
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This document discusses cognitive and metacognitive learning strategies. It lists several cognitive strategies that directly manipulate incoming information to enhance learning, such as repetition, translation, note-taking, and inferencing. Metacognitive strategies are skills used for planning, monitoring, and evaluating the learning process. Examples provided include directing attention, self-monitoring, planning objectives, and evaluating outcomes based on criteria.
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This document discusses strategies for teaching English and strategies students can use for learning. It defines key terms like cognitive strategies, cues, and metacognition. It explains the basic steps teachers should follow in teaching strategies: describing the strategy, modeling it, providing practice, promoting self-monitoring, and encouraging continued use. However, it notes that strategy instruction is not widely practiced in classrooms currently. It provides examples of strategies students can use like making inferences, asking questions, and using context clues.
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Specific learning objectives describe what students will be able to do after instruction. They should be student-oriented, observable, and describe a learning outcome rather than a teaching activity. Well-written objectives meet SMART criteria by being specific, measurable, achievable, realistic, and time-bound. Specific learning objectives provide feedback to evaluate curriculum and teaching methods, and show if institutional goals are being achieved. There are three main types of objectives: cognitive, which increase knowledge; affective, which change attitudes; and psychomotor, which build physical skills.
Learning strategies…
This document discusses various cognitive and metacognitive learning strategies that teachers can use to help students learn. It describes metacognitive strategies as methods that help students understand how they learn by thinking about their own thinking. Some key metacognitive strategies discussed are planning/organizing, identifying problems, evaluating work, managing one's own learning, and thinking aloud. Cognitive strategies are mental processes used to accomplish learning goals, such as outlining for essay writing. The document outlines cognitive strategies like using background knowledge, making inferences, predictions, and personalizing information. It also discusses task-based learning strategies that involve using the senses, organizational skills, and a variety of resources.
Strategies And Metacognitive Skills 2
The document discusses reading strategies and skills, defining strategies as conscious, deliberate actions used to achieve comprehension goals, while skills are automatic unconscious processes. It also covers metacognition, or thinking about one's own thinking, and the role of metacognition in reading, which involves planning, monitoring, and evaluating one's comprehension and strategy use. Effective reading instruction should teach students strategies through modeling, practice, and feedback to help them become independent strategic readers.
Learning strategies
This document discusses language learning strategies. It begins by defining strategies as tools for developing communicative ability. Learning strategies are classified into cognitive, metacognitive, social and affective categories. The document recommends that teachers help students identify their preferred learning strategies through reflection activities. It describes a strategy training program involving tasks to stimulate focus on the learning process, context/environment, macroskills, and language systems. The goals are to increase student awareness of the learning process and encourage autonomous strategy use beyond the classroom. Overall, the document advocates for strategy-based instruction to improve student language learning.
Name Chere’ DoveCourse ELM 535 Strategies for Student Enga.docx
This document contains a learning plan template for a 5th grade math class. It includes sections on fostering student ownership, learning objectives, assessments, questioning/feedback, and references. The template provides guidance for teachers in developing instructional strategies, checking student understanding, communicating objectives, using formative/summative assessments, and promoting higher-order thinking.
Principles.pptx
Robert Gagné was an educational psychologist known for his theory of conditions of learning. He identified nine events of instruction that address the different mental conditions for learning. These include gaining attention, informing learners of objectives, stimulating recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing learning, and enhancing retention and transfer. Gagné's model emphasizes that learning builds from simple to complex and that instruction should account for individual differences in learners.
The learning process
This document discusses learning strategies and how to encourage learner independence. It defines learning strategies as specific actions that make learning easier and more effective. Direct strategies like memorizing and indirect strategies like self-evaluation are explained. The document also provides examples of cognitive, interpersonal, linguistic, affective, and creative learning strategies. To encourage learner independence, the document recommends setting goals, self-assessment, and giving learners choices in their learning process.
Learning strategies…
This document discusses various cognitive and metacognitive learning strategies that teachers can use to help students learn. It defines metacognitive strategies as methods that help students understand how they learn by thinking about their own thinking. Some key metacognitive strategies discussed are planning/organizing, identifying problems, evaluating work, managing one's own learning, and thinking aloud. Cognitive strategies are then defined as mental processes used to accomplish cognitive goals, like outlining for essay writing. Specific cognitive strategies discussed are using background knowledge, making inferences and predictions, personalizing material, paraphrasing, using images and sounds, taking notes, and using graphic organizers.
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El documento discute la importancia de la información en la sociedad moderna y la necesidad de crear bibliotecas universitarias compartidas en todo el mundo para facilitar el acceso a la información. También señala que la información es un insumo fundamental para el desarrollo cultural, económico y político y que los países latinoamericanos están empezando a priorizar la información. Finalmente, argumenta que la disponibilidad de información debe ser suficiente para satisfacer las necesidades de los usuarios independientemente de su ubicación.
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Las tecnologías de la información y la comunicación (TIC) incluyen herramientas y programas que manejan, transmiten y comparten información a través de medios tecnológicos como la informática, Internet y las telecomunicaciones. Las TIC juegan un papel importante en nuestra sociedad y se utilizan en sectores como la educación, la salud y el gobierno. Existen diferentes tipos de TIC clasificados en redes, terminales y servicios que ofrecen acceso a la información de forma rápida e interactiva.
Cognitive strategies and metacognitive strategies
This document discusses cognitive and metacognitive strategies for language learning. Cognitive strategies operate directly on incoming information to enhance learning, such as repetition, translation, note-taking, and deduction. Metacognitive strategies involve planning, monitoring, and evaluating one's own learning process rather than the learning itself. Metacognitive strategies include directing attention, self-monitoring, self-evaluation, and self-reinforcement at different stages of the learning process from planning to monitoring to evaluating outcomes.
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Cognitive strategies and matacognitive strategies
- 1. SDL2
- 3. Cognitive strategies According to o’malley and chamot, cognitive strategies operate directly on incoming information, manipulation it in ways that enhances learning. Learners may use any or all of the following strategies
- 4. Repetition, when imitating other speech Resourcing, i.e., having recourse to dictionaries and other materials Translation, that is, using their mother tongue as a basis for understanding and/or producing the target language Note taking Deduction, i.e conscious application of L2 rules Cognitive Strategies
- 5. Contextualisation, when embedding a word or phrase in a meaningful sequence Transfer, that is using knowledge acquired in the L1 to remember and understand facts and sequence in the L2 Inferencing, when matching an unfamiliar word against available information(a new word etc).
- 6. Metacognitive strategies According to wende, metacognitive knowledge includes all facts learners acquiere about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied situations. In a sense, metacognitive strategies are skills use for planning, monitoring, and evaluating the learning rather than learning strategies themselves.
- 7. Metacognitive Strategies Directed attention, when deciding in advance to concentrate on general aspects of a task Selective attention, playin attention to specific aspects of a task Self-monitoring, i.e., checking one’s performance as one speaks. Self- evaluation, i.e., appraising one’s performance in relation to one’s own standards.
- 8. Self-reinforcement, rewarding one oneself for success. At the planing stage, also known as pre- panning (see wenden, 1998.27) learners identify their objectives and determine how they will achieve them. Planning however, may also go on while a task is being performed. This is called planning- in- action.
- 9. Here, learners may change their objectives and reconsider the ways in which their will goabout achieving them. At the monitoring stage , lenguage learners act as ‘participant observers or overseers of their language learning (ibid). asking themselves, how am i doing? Am i having difficultives with this task?, and so on. Finally, when learners evaluate, they do so in terms of the outcome of their attemp to use a certain strategy
- 10. According to wenden Learners examine the outcome of their attempts to learn They access the criteria they will use to judge it They apply it