KLW Metacognition
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This document discusses metacognition and self-regulation. It defines metacognition as thinking about thinking and explains that it has three stages: planning, monitoring, and evaluating. Self-regulation is defined as being aware of one's strengths, weaknesses, what is known, and what is not known. It is important for self-regulation as it allows someone to know where to spend more or less time. The document also discusses rote memorization, multiple intelligences in learning, and the importance of addressing different learning styles and intelligences when teaching.
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Connections: The Learning Sciences Platform work is focus on:
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This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
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Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
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Metacognition refers to higher-order thinking involving the control of cognitive processes used in learning. It plays a critical role in learning as it allows students to plan how to approach tasks, monitor their understanding, and evaluate their progress. Metacognition can help students learn how to learn by encouraging them to think about and control their thinking. It is defined as cognition about cognition or knowing about one's own knowing. Developing metacognition in students creates a culture of professionalism around learning and allows students to perform effective learning strategies and self-assess.
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Metacognition refers to thinking about one's own thinking and includes knowledge about one's cognitive abilities as well as regulating how one learns. Novice learners often lack metacognitive skills which leads to deficiencies in unfamiliar problem situations. Metacognition allows people to monitor their own learning by asking questions about what they know, strategies to learn more effectively, and determining if they understand information presented. Teachers can help students develop metacognitive abilities by having them self-monitor, use study strategies, make predictions, relate ideas to prior knowledge, develop questions, and know when extra help is needed.
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Metacognition refers to higher-order thinking that involves active control over one's own cognitive processes during learning. It consists of metacognitive knowledge, such as general knowledge about how humans learn and process information, as well as individual knowledge of one's own learning processes. It also consists of metacognitive regulation, which are strategies used to monitor comprehension, like self-questioning after reading, to ensure cognitive goals are met. Metacognition allows individuals to organize, monitor, and modify their thinking to improve learning.
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Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
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Metacognition in Persons with Learning Disability
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- There are different cognitive styles such as field dependent vs field independent and reflectivity vs impulsivity that influence how individuals process information.
- Memory includes short-term memory, working memory, and long-term memory. Metacognition involves being aware of and regulating one's own cognitive processes. Students with learning disabilities often struggle with metacognitive skills.
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"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
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Metacognition refers to higher-order thinking involving the control of cognitive processes used in learning. It plays a critical role in learning as it allows students to plan how to approach tasks, monitor their understanding, and evaluate their progress. Metacognition can help students learn how to learn by encouraging them to think about and control their thinking. It is defined as cognition about cognition or knowing about one's own knowing. Developing metacognition in students creates a culture of professionalism around learning and allows students to perform effective learning strategies and self-assess.
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Metacognition
The document discusses metacognition, which refers to thinking about one's own thinking. It describes metacognition as consisting of metacognitive knowledge and regulation. Metacognitive knowledge includes knowledge of person variables like one's own learning processes, task variables like the demands of a task, and strategy variables like which learning strategies are most effective. The document also outlines several metacognitive strategies that can help facilitate learning, such as monitoring one's own learning, making predictions, and transferring knowledge to new situations. Finally, it contrasts the characteristics of novice learners and expert learners, noting that experts have deeper knowledge and apply problem-solving strategies more effectively.
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Metacognition refers to thinking about one's own thinking and includes knowledge about one's cognitive abilities as well as regulating how one learns. Novice learners often lack metacognitive skills which leads to deficiencies in unfamiliar problem situations. Metacognition allows people to monitor their own learning by asking questions about what they know, strategies to learn more effectively, and determining if they understand information presented. Teachers can help students develop metacognitive abilities by having them self-monitor, use study strategies, make predictions, relate ideas to prior knowledge, develop questions, and know when extra help is needed.
Meta cognition
Meta cognition refers to thinking about one's own thinking processes. It has three main components: developing a plan, monitoring the plan, and evaluating the plan. There are three types of meta cognitive knowledge - declarative knowledge about one's own abilities, procedural knowledge about how to perform tasks, and conditional knowledge about when to use different strategies. Meta cognitive regulation involves activities like planning, monitoring, and evaluating one's learning. Meta cognitive experiences are those related to ongoing cognitive processes and help form an individual's identity.
Teaching Metacognition
This document discusses teaching metacognition to help students self-assess their own learning. It explains that metacognition involves awareness of one's thinking and reasoning processes during learning. The document outlines why teaching metacognition is important, as students often overestimate their abilities and lack necessary skills. It recommends three critical steps: reminding students ability can improve, stressing goal-setting and evaluation, and providing practice monitoring learning. Several metacognitive tools and activities are presented, like quizzes, rubrics and response systems, with examples of how to implement them.
Metacognition
Metacognition refers to higher-order thinking that involves active control over one's own cognitive processes during learning. It consists of metacognitive knowledge, such as general knowledge about how humans learn and process information, as well as individual knowledge of one's own learning processes. It also consists of metacognitive regulation, which are strategies used to monitor comprehension, like self-questioning after reading, to ensure cognitive goals are met. Metacognition allows individuals to organize, monitor, and modify their thinking to improve learning.
Metacognition and Learning
This document discusses the importance of teaching students metacognitive strategies so that they can learn to think about their own thinking and become independent, self-monitoring learners. It defines metacognition and various metacognitive strategies teachers can use, such as thinking aloud, thinking journals, and mnemonic devices. The document emphasizes that teachers must explicitly teach and model these strategies for students and provide opportunities for students to practice them.
Metacognition and reading comprehension
This document discusses metacognition and its role in reading comprehension. It defines cognitive and metacognitive reading strategies, with metacognitive strategies being goal directed, intentional mental processes used to accomplish reading tasks. Metacognition involves three types of knowledge: self, task, and strategy knowledge. It also involves planning, monitoring, and evaluating one's reading. The document reviews studies showing metacognitive strategies help proficient and less proficient readers. It provides examples of metacognitive strategies used during reading like inferring, questioning, monitoring comprehension and visualizing. It concludes explicit instruction in metacognitive strategies can help students at different levels become self-directed learners.
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Dr. McGuire is the Director Emerita of the Center for Academic Success and Retired Assistant Vice Chancellor and Professor of Chemistry at Louisiana State University. She is the author of Teach Students How to Learn.
Metacognition
The document discusses metacognition, which is described in three ways: as monitoring one's own understanding, as knowledge of one's own cognitive processes and using self-awareness to regulate them, and as knowing oneself as a learner. Developing metacognitive skills gives students confidence and independence as learners by allowing them to pursue their own intellectual needs. Educators should cultivate and enhance students' metacognitive abilities. Metacognition has also been hypothesized to be important for developing truly intelligent artificial systems.
Metacognition in Persons with Learning Disability
- Cognition refers to our ability to think, while metacognition refers to our ability to think about thinking. Attention refers to our ability to concentrate.
- There are different cognitive styles such as field dependent vs field independent and reflectivity vs impulsivity that influence how individuals process information.
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This document discusses several theories of intelligence as they relate to adult learning. It outlines Howard Gardner's theory of multiple intelligences, which identifies eight types of intelligence including linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The document also discusses Daniel Goleman's theory of emotional intelligence, which involves self-awareness, self-management, empathy, and relationship management. Additionally, it covers Sternberg's triarchic theory of intelligence and the importance of practicality, creativity, and analytical skills. The contextual perspective of intelligence is discussed, noting intelligence is based on changes from multiple experiences and social groups.
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This document discusses several theories of intelligence, including Sternberg's triarchic theory of practical intelligence, Goleman's theory of emotional intelligence, and Gardner's theory of multiple intelligences. Sternberg's theory proposes three types of intelligence: analytical, creative, and practical. Goleman believed emotional intelligence was important for success and divided it into self and social skills. Gardner identified eight types of intelligence including linguistic, logical, spatial, and interpersonal. The theories suggest intelligence is more complex than IQ and can be applied to adult learning.
Types of intelligences
The document discusses different theories of intelligence, including Howard Gardner's theory of multiple intelligences, Robert Sternberg's triarchic theory of practical intelligence, and Daniel Goleman's theory of emotional intelligence. Gardner proposed eight types of intelligence: visual-spatial, musical, bodily-kinesthetic, interpersonal, verbal-linguistic, logical-mathematical, naturalistic, and intrapersonal. Sternberg's theory includes analytical, creative, and practical types of intelligence. Goleman's model of emotional intelligence consists of self-awareness, self-regulation, internal motivation, empathy, and social skills. The document provides examples of careers that align with each type of intelligence.
Multiple intelligence dr manisha Indani Jalgaon big
Howard Gardner first published his theory of multiple intelligences in 1983. The theory proposes that rather than having a single intelligence, people possess at least eight different intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Gardner defined intelligence as the ability to solve problems or create products that are valued within one or more cultural settings. The theory suggests that education should focus on all eight types of intelligence to better address individual differences in learning.
Multiple intelligence power point[1]
Howard Gardner's Multiple Intelligence Theory proposes that there are seven original domains of intelligence rather than a single general intelligence. The theory identifies these domains as logical-mathematical, linguistic, musical, spatial, bodily-kinesthetic, interpersonal, and intrapersonal. Some benefits of the theory include that it allows all students to feel successful by recognizing different types of talents and meeting individual student needs through varied instructional practices.
BHS Learning and Assessment 2014-2015
The document discusses various topics related to learning and assessment, including:
1. Different types of assessment such as diagnostic, formative, and summative assessment and their purposes. Formative assessment provides feedback to help students improve, while summative assessment awards grades.
2. What can be assessed, including factual knowledge, skills, understanding, and aptitude. Most school tests assess factual knowledge which is easy to measure.
3. Theories of learning from behaviorism, cognitivism, humanism, and social perspectives and how they view the learning process and educator's role.
4. Approaches to learning including surface, deep, and approaches derived from Marton and Sä
Learning styles
1) The document discusses learning styles and Howard Gardner's theory of multiple intelligences. It explains that individuals learn in different ways and have preferences for certain learning strategies over others.
2) Gardner identified eight main types of intelligences: linguistic, logical-mathematical, bodily-kinesthetic, musical, spatial, naturalistic, interpersonal, and intrapersonal. Each individual has different levels of ability across these intelligences.
3) An example is given of someone with strong linguistic intelligence but weaker mathematical intelligence. The teacher's challenge is to build on students' strengths and develop their weaker areas through tailored activities. Students also need to work to strengthen all of their intelligences.
8 Owning Our Learning ExperiencesJacob Ammentorp LundiSto.docx
8 Owning Our Learning Experiences
Jacob Ammentorp Lund/iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to do the following:
• Describe metacognition and how it is developed.
• Explain strategies that can be used to support metacognitive development.
• Identify challenges of measuring metacognition in aging populations.
• Explain the relationship between metacognition and self-regulated learning.
• Describe self-regulated learning strategies.
maj83688_09_c08_261-290.indd 261 8/31/17 3:19 PM
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Introduction
Introduction
Have you ever:
• set personal goals for a long- or short-term project?
• reflected on the best strategies and steps to accomplish your goals?
• identified behaviors that were hindering successful knowledge acquisition?
• adjusted information to better fit your learning preferences?
• evaluated your personal strategies for learning?
These questions represent how an awareness of one’s own learning can be used to support
knowledge acquisition. They highlight the roles of self-analysis and self-correction in the pro-
cess for increased learning success, which is addressed in discussions about metacognition and
self-regulation. Research has suggested that each of these variables supports the processes for
increased awareness of our own abilities, needs, and subsequent successes. Metacognition is
the ability to be aware of and regulate one’s thought processes. Self-regulation is the process
of monitoring and managing one’s thoughts and behaviors and, as mentioned in Chapter 5, is
a key variable associated with some motivational theories. As these two definitions suggest,
metacognition and self-regulation are intertwined in that one must first develop an honest self-
awareness, before successful self-monitoring can take place. For example, when one begins to
learn something new, it is important to reflect on one’s goals and what variables might affect
the process and one’s subsequent success. Some people might find that sounds are distracting
when they are working. Others might find it difficult to remember verbal instructions and are
more comfortable with written guidance. In both of these examples, if the learners are more
aware of what they can do to support their personal success (e.g., studying in a quiet area or
reading through documented instructions), then they can increase their likelihood of success-
ful knowledge acquisition.
Steiner (2014) has indicated that a successfully self-aware adult learner is one who:
• has an independent self-concept;
• can direct their own learning;
• has accumulated a reservoir of life experiences that can be a resource;
• has learning needs closely related to changing social roles;
• is problem-centered and interested in immediate application of knowledge; and
• is internally, rather than externally, motivated to learn. (para. 2)
If ...
Sullivan theory
Cognitive Learning Theory focuses on thinking and mental processes as behaviors that lead to learning. It examines learning as an intricate process involving thoughts, ideas, realizations, and acquired information rather than just reactions. Approaches discussed in the document include Dual Coding Theory, Gagne's nine events of instruction, Gardner's Theory of Multiple Intelligences, and Bloom's Taxonomy of Learning. The document also provides examples of how teachers can apply concepts from Cognitive Learning Theory, such as Multiple Intelligences, in their classrooms to better understand students' strengths and customize instruction.
Extra Credit: Intelligence
The document discusses different theories of intelligence including:
- Sternberg's triarchic theory which defines three types of intelligence - analytical, creative, and practical.
- Gardner's theory of multiple intelligences which identifies eight types including linguistic, logical-mathematical, visual-spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist.
- Emotional intelligence which involves understanding one's own and other people's emotions.
The document also discusses measuring intelligence through tests and the debate around whether intelligence is determined more by nature or nurture.
Extra Credit Intelligence
The document discusses different theories of intelligence including:
- Multiple Intelligences which identifies 8 types including linguistic, logical, visual, musical abilities.
- Triarchic Theory which defines 3 types of intelligence - analytical, creative, and practical.
- Emotional Intelligence which is the ability to understand one's own and other people's emotions.
It also discusses measuring intelligence through tests and the debate around whether intelligence is determined more by nature vs nurture.
Howard Gardner's Multiple Intelligences
Howard Gardner introduced the theory of multiple intelligences which identified 8-9 different types of intelligences that people possess. The document discusses each of these intelligences and provides teaching strategies to engage each type of intelligence. It also includes a multiple intelligence survey for participants to determine their dominant intelligence by scoring highest in specific sections that correspond to the different intelligences.
Similar to KLW Metacognition (14)
Multiple intelligence dr manisha Indani Jalgaon big
Multiple intelligence dr manisha Indani Jalgaon big
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KLW Metacognition
- 1. Metacognition By: Keri Willis Herricks TEAM Spring ‘08
- 4. What is Self Regulation? Why is Self Regulation important? Self Regulation is when you are aware of your strengths & weaknesses; what you know & what you don’t know. It is important because it enables you to know what you need to spend more time on, or less time on.
- 6. Wh at is rote memorization? Rote memorization is the basic function of memory, where the student is given specific information and asked to remember it in a specific way or order.