...Jennifer A. Livingston © 1997 by Jennifer A. Livingston "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 (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). 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...
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...Director ------------------------------------------------- Thinking about One’s Thinking Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts. When Pintrich (2002) asserts that “Students who know about the different kinds of strategies for learning...
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...TITLE: METACOGNITIVE STRATEGIES OF BILINGUAL READERS AS PREDICTORS OF READING COMPREHEND Before I zero in to the central topic of my report may I give you a recap about the research study that is under discussion. This research study tells us that metacognitive awareness play an important role in reading comprehension. To define METACOGNITIVE AWARENESS, it is being conscious of one’s own mental processes which includes having the ability to plan, check, monitor, revise, and evaluate one’s own unfolding comprehension. How did the researchers came to the conclusion that Metacognitive awareness play an important role in reading comprehension? This is through the course known as METHODOLOGY. METHODOLOGY is a research design used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The METHODOLOGYused in the subject research includes the number of participants that took part in the study, the instruments used to assess the participants, the reading materials that were used, the tests that were administered down to the collection of data for analysis in order to come out for results. To give you a more detailed view of the methodology that was used in this study, we have the following on board. ( point to the power point presentation). As to the participants, the researcher had chosen...
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...our psychology class did a lab over the concept of Metacognition, otherwise known as "thinking about thinking". During this lab assignment, we watched a couple of videos on YouTube and took a short learning styles assessment on Educationplanner.org. Through this, I quickly understood the concepts associated with metacognition as it pertains to psychology. In this essay, I will discuss metacognition in depth, as well my previous scores from earlier in the year, my newest scores as of July 2014 and how I apply metacognitive techniques in my own life. Metacognition is thinking about learning whilst consciously or even subconsciously controlling the learning process in your brain. Per Vanderbilt.edu, metacognition also "refers to the processes used to plan, monitor, and assess one's understanding and performance". This can be a difficult concept to grasp for some, but when broken down, it all becomes very simple. Ask yourself this: "How do you think"? For example, you're on a road trip and are close to your destination but are a little lost getting to a hotel. You stop and ask for directions. Would you personally benefit more from writing the directions down, listening to a GPS for street names or looking for certain landmarks? The fact that you are even thinking about how you should go about learning and remembering the directions is a metacognitive technique. I took the learning styles assessment on Educationplanner.org again and although it was informative, it only reiterated...
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...------------------------------------------------- Course Syllabus AAGI0MZ6M0 Child Development Course Start Date: 12/04/2012 Course End Date: 02/24/2013 Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, please remember this syllabus is considered the ruling document. Copyright Copyright ©2009 by University of Phoenix. All rights reserved. University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft©, Windows©, and Windows NT© are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix© editorial standards and practices. Facilitator Information Stephanie Jacobs Holder swjacobs@email.phoenix.edu (University of Phoenix) Bailiquinc@aol.com (Personal) 602-738-2059 (MST) Facilitator Availability I am available from 9 a.m.-9 p.m. Central Time on most days, but I attempt to reserve Sunday for my family. During the week, I am online most of the time during that 9 a.m.-9 p.m. time frame. On Saturdays, I tend to be...
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...Implications For Online Learning Organized by Learning Theory Behaviorism Learners should be told the explicit outcomes of the learning so they can set 1.expectations and judge for themselves whether or not they have achieved the outcome of the online lesson. Learners must be tested to determine whether or not they have achieved the 2.learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check individual learner’s achievement level and provide appropriate feedback. The learning materials must be sequenced appropriately to promote learning. The 3.sequencing could take the form of simple to complex, known to unknown, and knowledge to application. Learners must be provided with feedback so that they can monitor how they are 4.doing and take corrective action if required. Cognitivism Strategies used should allow learners to perceive and attend to the information so 1.that it can be transferred to working memory. Strategies to promote perception and attention for online learning include the following: Important information should be placed in the center of the screen for a.reading, and learners must be able to read from left to right. Information critical for learning should be highlighted to focus learners’ b.attention. For example, in an online lesson, headings should be used to organize the details, and formatted to allow learners to attend to and process the information they...
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...In it’s purest and simplest definition, academic performance monitoring encompasses any strategy a teacher uses to assess their students’ current level of understanding. Monitoring strategies can be used before, during, and after a lesson not only to provide feedback to the teacher but also to bring students to a higher level of concept mastery. Assessments are one strategy that are most commonly used at the end of a chapter or unit. However they can also be used at the before a unit to see if students have any prior knowledge about a topic. It is crucial that a teacher knows that objective ability that they are testing for, it could even be helpful to write a test based on the curriculum before planning the unit that way the learning objective for each lesson will correspond with concepts they will need to know for the test. This is not to say that you should teach directly to the questions test but to an ability or concept that both the lessons and the test address. For example, if a Biology teacher were to teach a unit on how predator-prey interactions create healthier populations of both predator and prey the example given in class could be of elk and wolves, whereas the question on the test may go like this, “From your understanding of predator-prey interactions explain why hunting is beneficial for both deer and human populations.” Assessments written in this manner will give you better evidence of concept attainment. Another monitoring strategy is often the most practical...
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...connected to fluid intelligence, which is similar to critical thinking, a person has the capacity to form concepts, think abstractly, and utilize knowledge to new circumstances. This paper is will discuss two different theories of intelligence from two different psychologists so that there can be an understanding of the different views in society. Gardner’s theory of intelligence The first Theory comes from Howard Gardner. His theory of multiple intelligences is quite popular and is widely utilized. Gardner, who was inspired by the writings of Jean Piaget has suggested a theory of multiple intelligences. He initially recognized seven elements of intelligence (Gardner, 1983). He discusses that these intelligences are somewhat distinct from each other and that each person has a certain level of each of these seven intelligences. When a student enters University of Phoenix, there is a class that is required and in this class, they issue an assignment that the individual takes to discover what type of learner they are. Out of the different types of styles there were Kinesthetic, which is more hands on; Interpersonal, which is the ability to sense others feelings and show empathy such as a psychologist; Intrapersonal, which is usually someone who is self-assured and self-aware of themselves; Linguistic, which is someone who can...
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...Procedia - Social and Behavioral Sciences 00 (2011) 000–000 Procedia - Social and Behavioral Sciences 30 (2011) 1416 – 1424 Procedia Social and Behavioral Sciences www.elsevier.com/locate/procedia WCPCG 2011 The relationship between study skills and academic performance of university students Afsaneh Hassanbeigi a, Jafar Askari b, Mina Nakhjavanic, Shima Shirkhodad, Kazem Barzegar e, Mohammad R. Mozayyan f, Hossien Fallahzadehg * 1 b a Mental Hospital, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Department of Psychology, Shahid Sadoughi University of Medical Sciences, Yazd, Iran c Medical Student, Shahid Sadoughi University of Medical Sciences, Yazd, Iran d Medical Student, Shahid Sadoughi University of Medical Sciences, Yazd, Iran e School of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran f School of Medicine, Shahid Sadoughi University of Medical Sciences, Yazd, Iran g School of Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran Abstract Objective: The purpose of the present study was to investigate the relationship between various study skills and academic performance of university students. Materials & Methods: A total of 179 male and female junior and senior medical and dental students participated in the present study. The instrument was "Study Skills Assessment Questionnaire" taken from counseling services of Houston University. The content validity of this questionnaire was approved by ten psychologist and faculty...
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...Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction English language teaching has become very important because of the global status of English and people all over the world are learning this language. English language programs worldwide have become increasingly aware of the needs for curriculum review due to both demographic and situational changes taking place. As students’ populations, societal views, and institutional factors are constantly changing, English language programs need to be implemented routinely to make the changes necessary to facilitate the desired outcome of the program. Determining the needs of students is seen as a direct way to inform the teachers of the possible goals and objectives necessary to create a teaching and learning environment suited to the needs of the students. According to Nunan, 1989, the effectiveness of a language program will be dictated as much by the attitudes and expectations of the learners by the specifications of the official curriculum. It is important to understand how students’ perceived language needs because this will give the language teachers the idea on what to teach to the learners. The needs of a learner represent the gap between what the learner wants to get out of the learning experience and his or her current state of knowledge, skill, and enthusiasm (Noessel, 2003). Each learner is unique, and brings to the learning situation his or her own different learning style, knowledge set, pool of past experiences...
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...Curriculum Guides for Academic Interventions Sheila Klemann Grand Canyon University Abstract Curriculum Guides for Academic Interventions The following is a curriculum guide intended for special educators to teach reading and writing skills to primary students with EBD. Reading and writing are closely related, mutually supportive linguistic activities. Therefore, developing beginning reading skills through writing activities is an effective approach. Writing requires careful scrutiny of the sound and sequence in order to write words correctly and it is this cognitive process that enables the child to become proficient in the phonetic analysis skills that are the foundation of the reading process. This guide will include principles of effective instruction and some teaching strategies used to address the needs of students with EBD. At times it will refer to principles governing behavior that impact the outcomes of instruction. It will include some instructional lessons for teaching primary reading and writing, the steps to achieve the objectives and assessment procedures to insure the efficacy of interventions. Since there hasn’t been many scientifically based studies of EBD specific to these subjects (Yell, Meadows, Drasgow, & Shriner, 2009), the guide will show how a task analysis can be used to design an effective lesson. Teaching children with EBD is compounded by the fact that their behavior problems are often caused by...
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...Chapter I THE PROBLEM AND ITS BACKGROUND Introduction/Background of the Study Reading is an interactive, problem-solving process of making meaning from texts. It is a complex interaction between the text, the reader and the purposes for reading, which are shaped by the reader’s prior knowledge and experiences, the reader’s knowledge about reading and writing language and the reader’s language community which is culturally and socially situated. (Hughes, 2007) The reading process involves 5 stages which are pre-reading, reading, responding, exploring, and applying. Readers use a variety of reading strategies to assist with translating symbols into sounds or visual representations of speech and comprehension. Readers integrate the words they have read into their existing framework of knowledge. Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, or mobile phones. Handwritten text may also be produced using a pencil or a pen. The traditional way of reading is simply the act of reading a written or printed text. It does not use any kind of listening material. This process of reading only uses the sense of sight.It is considered as the basic way of reading. Reading is regarded as a leisure activity and at the same time educational. Meanwhile, the reading with the use of...
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...combination of instructional strategies. This table focuses on two of three components of course design. Instructional Strategy | Suitable Objectives | Lectures | Transmit information which supplements or enhances reading; promote understanding via explanations; respond to student misconceptions or difficulties; create or engage interest in a new area; motivate reading or other assignments | Discussions | Practice thinking and communicating in the subject/discipline; evaluate positions, arguments, or designs; defend own position; identify problems, conflicts and inconsistencies; get feedback from/about students; draw on students’ expertise and prior knowledge | Case studies | Actively involve students in learning; apply disciplinary methods of analysis; practice problem solving; practice high-level cognitive skills (i.e., application, analysis, synthesis, evaluation); think critically; blend cognitive and affective dimensions (if the case has ethical or controversial dimensions); develop collaborative skills; relate knowledge to real world; formulate arguments and counterarguments | Writing | Develop systematic relationships among ideas; application, analysis, synthesis and evaluation; reflect on own thinking; record the evolution of own thinking; practice disciplinary conventions (e.g., APA style);...
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...Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters A Thesis in The Department of Education Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Educational Technology) at September 2006 © Sharon Peters, 2006 CONCORDIA UNIVERSITY This is to certify that the thesis prepared By: Sharon Peters Entitled: Online collaborative learning for high school students using a blended approach for the promotion of self-monitoring skills and submitted in partial fulfillment of the requirements for the degree of Master Educational Technology complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final examining committee: ______________________________________ Chair ______________________________________ Examiner ______________________________________ Examiner ______________________________________ Supervisor Approved by ________________________________________________ Chair of Department or Graduate Program Director ________________________________________________ Dean of Faculty Date ________________________________________________ Abstract Online Collaborative Learning for High School Students Using a Blended Approach for the Promotion of Self-Monitoring Skills Sharon Peters While online learning environments have become common at the...
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...5 Reading, Writing, and Speaking in Mathematics As teachers of mathematics, we sometimes forget that the words and phrases that are familiar to us are foreign to our students. Students need to master this language if they are to read, under stand, and discuss mathematical ideas. -Thompson & Rubenstein Thompson and Rubenstein were referring to the issue of language and mathematics learning in mainstream classrooms. They state vocabulary or the fluent use of terminology is a necessary condition for overall mathematics achievement. If the learning of mathematics is highly dependent on its language and the teaching of math vocabulary is crucial, it is doubly so for ELLs. English language learners in secondary schools should have many opportunities to communicate their mathematical ideas and questions. Talking and writing about their mathematical thinking helps ELLs build word knowledge and oral expression and clarify their thinking. Discussions with the teacher or peers are also useful monitoring tools for teachers. Through listening and recording student conversations and peer problem solving, teachers can monitor individual student progress. Mathematics is no longer viewed as isolated, individualistic, or competitive. Mathematics problems are ideally suited to cooperative group discussions because they have solutions that can be objectively demonstrated. Students can persuade one another by the logic of their arguments. Mathematics problems can often be solved by several...
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