Metacognitive
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Metacognition refers to one's awareness and understanding of their own thought processes. There are 6 steps to developing metacognitive skills: identifying what you know and don't know, talking about thinking, keeping a thinking journal, planning and self-regulation, debriefing thinking processes, and self-evaluation. Cognitive strategies include rehearsal, organization, and elaboration to process information, while metacognitive strategies allow people to monitor their learning and thinking. Effective teachers master their subject, understand different learning strategies and student backgrounds, and develop students' total growth.
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Metacognition
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"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.
Cognitive and metacognitive
The document discusses cognitive and metacognitive strategies. It defines cognitive strategies as processes that directly operate on collecting, analyzing, understanding, and storing information. Some examples of cognitive strategies mentioned are concentration, attention, understanding, elaboration, and memorization. Metacognitive strategies are defined as mental activities used to process information and give it meaning. They help analyze and control cognitive processes. Metacognitive strategies discussed include planning, self-regulation, self-evaluation, and reorganization. The document stresses that metacognitive strategies require self-knowledge and appropriate resources to promote significant learning.
Metacognitiion
The document discusses complex cognitive processes and metacognition. It describes executive control processes that influence how information is encoded, stored, and retrieved from memory. Metacognition involves awareness and understanding of one's own thought processes, and involves planning, monitoring, and evaluating cognitive activities. The document provides examples of metacognitive strategies students can use to improve learning, such as KWL charts, asking reflective questions, and using visual tools and reading strategies to organize information.
Cognitive and metacognitive strategies
Cognitive strategies help make learning easier and include note-taking, contextualization, and asking questions for clarification. Metacognitive strategies involve gaining knowledge about one's own learning process, allowing students to plan, monitor, and evaluate their learning through directed attention, selective attention, self-monitoring, and self-evaluation. The document discusses cognitive and metacognitive learning strategies that students can use to aid comprehension across various fields of knowledge.
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.
Reading metacognition
A presentation done by
Jackeline Bartholomew
Ronald Granger
Bernicia Lyons
Frankson Marshall
Petra Mitchell
Jennifer Peterkin
Rachelle Stiell
on metacognition in the context of reading.
Concept and phases of meta cognition (1)
metacognition is thinking about thinking, it is problem solving skill. now a day is very important, used to create critical thinking skills among students
Cognitive and metacognitive strategies
(1) The document discusses cognitive and metacognitive strategies. Cognitive strategies directly operate on collecting, analyzing, understanding, and storing information. (2) Some cognitive strategies mentioned are attention, understanding, elaboration, and memorization/recovery. (3) Metacognitive strategies help process information to give it meaning and allow analyzing cognitive processes used for learning and problem solving such as planning, self-regulation, self-evaluation, and reorganization.
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Metacognition
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"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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The document discusses cognitive and metacognitive strategies. It defines cognitive strategies as processes that directly operate on collecting, analyzing, understanding, and storing information. Some examples of cognitive strategies mentioned are concentration, attention, understanding, elaboration, and memorization. Metacognitive strategies are defined as mental activities used to process information and give it meaning. They help analyze and control cognitive processes. Metacognitive strategies discussed include planning, self-regulation, self-evaluation, and reorganization. The document stresses that metacognitive strategies require self-knowledge and appropriate resources to promote significant learning.
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The document discusses complex cognitive processes and metacognition. It describes executive control processes that influence how information is encoded, stored, and retrieved from memory. Metacognition involves awareness and understanding of one's own thought processes, and involves planning, monitoring, and evaluating cognitive activities. The document provides examples of metacognitive strategies students can use to improve learning, such as KWL charts, asking reflective questions, and using visual tools and reading strategies to organize information.
Cognitive and metacognitive strategies
Cognitive strategies help make learning easier and include note-taking, contextualization, and asking questions for clarification. Metacognitive strategies involve gaining knowledge about one's own learning process, allowing students to plan, monitor, and evaluate their learning through directed attention, selective attention, self-monitoring, and self-evaluation. The document discusses cognitive and metacognitive learning strategies that students can use to aid comprehension across various fields of knowledge.
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.
Reading metacognition
A presentation done by
Jackeline Bartholomew
Ronald Granger
Bernicia Lyons
Frankson Marshall
Petra Mitchell
Jennifer Peterkin
Rachelle Stiell
on metacognition in the context of reading.
Concept and phases of meta cognition (1)
metacognition is thinking about thinking, it is problem solving skill. now a day is very important, used to create critical thinking skills among students
Cognitive and metacognitive strategies
(1) The document discusses cognitive and metacognitive strategies. Cognitive strategies directly operate on collecting, analyzing, understanding, and storing information. (2) Some cognitive strategies mentioned are attention, understanding, elaboration, and memorization/recovery. (3) Metacognitive strategies help process information to give it meaning and allow analyzing cognitive processes used for learning and problem solving such as planning, self-regulation, self-evaluation, and reorganization.
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The document discusses a study that aims to explore the metacognitive strategies used by 7th grade English as a Second Language (ESL) students while reading for comprehension. The main research question asks how aware ESL learners are of the metacognitive strategies they use. Secondary questions examine which strategies are most and least used and how explicit strategy instruction can enhance awareness. The methodology will use triangulation including observation, surveys, and the Survey of Reading Strategies. The significance is to assess students' strategy use, provide a repertoire of strategies, and make recommendations to teachers.
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Metacognition involves thinking about one's own cognitive processes and thinking style. It is essential for effective learning as it allows people to self-monitor and adapt their learning strategies. The advantages of metacognition include developing independent, life-long learners who can control their own learning. Teachers can foster metacognition in students by using multiple representations of concepts and activities to help students think about how they learn best. The goal of metacognition is to help students set learning goals and adapt their strategies based on self-monitoring of progress towards goals.
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Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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1) A whole class CAFE lesson to introduce or review reading strategies.
2) Independent reading with conferences, and strategy group lessons to practice targeted skills.
3) Daily Five rotations for activities like spelling, comprehension, and listening to reading. Guided reading is also conducted.
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Part I.
1. Skim the article (take light notes)
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· Include questions to parts of the article you do not understand.
· If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
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· What factors might affect the outcome (according to the investigators)
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· A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
· Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
· Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
· What was the purpose of the study?
· What questions were asked?
· How did the study address these questions?
· What assumptions did the author make?
· What were the major findings?
· What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
· In your summary, include your own analysis and evaluation of the article.
· Do not include personal opinions
· Use professional language. For example:
Common language: Dipodomys merriami is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language: A longer Loop of Henle in Dipodomys merriami allows for greater water absorption, an adaptation that has led to survival in an arid environment.
· How did this study answer questions proposed in the introduction section of the paper?
· Include the limitations of the study:
· Does the data support the co ...
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This document discusses various learning strategies for language learners. It identifies the "Good Language Learner" strategies proposed by Naiman, Frohlich, and Stern which include developing an awareness of language as a system, paying attention to expanding one's language skills, and treating the second language as a separate system. It also lists strategies used by English as a New Language students such as conversation partners, immersion experiences, and reading. The document emphasizes the importance of identifying learning strategies that work best for each individual learner. It discusses metacognitive strategies and the three steps of metacognition: planning, monitoring understanding, and evaluating. Finally, it proposes the equation that using metacognitive strategies along with cognitive strategies leads to
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Metacognitive
- 1. 1. Being aware of one’s knowledge and memory capabilities and of learning tasks can be realistically accomplished 2. Knowing which learning strategies are effective and which are not 3. Planning an approach to a learning task that is likely to be successful 4. Using effective learning strategies 5. Monitoring one’s present knowledge state 6. Knowing effective strategies Cognitive Strategies: 1. Rehearsal 2. Organization 3. Elaboration Metacognitive strategies: (Acdg. To Vega) 6 steps in developing metacognitive skills: 1. Identifying what you know and what you don’t know 2. Talking about thinking 3. Keeping a thinking journal – A short pencil is better than long memory. 4. Planning and self-regulation 5. Debriefing (review) thinking process 6. Self-evaluation Distinctions b/n cognitive and metacognitive: Establishing a Metacognitive Environment: Role of Metacognitive: 1. In general, in order to use them when confronting classroom thoughts
- 2. 2. In terms of implication for teaching, it is important knowledge is embedded on the different subject areas 3. For assessment purposes, (evaluate) not only written exercises, observe the learner 4. Professional qualities of a teacher 1. Mastery of the subject matter 2. Know the different strategies and methodologies in teaching 3. Understand the nature of learners (bec. Students came from diff,. Upbringings) 4. Understand the teaching profession 5. Understand the different Classifications of teachers: 1. Mercenary teachers – longing for salary, business 2. Missionary teachers – after getting the license, you oath to develop the totality of the child