Chapter 9 Metacognition key terms

What is an example of metacognitive questions students may ask themselves?

"What are my intellectual strengths/weaknesses? How can I motivate myself to learn when I need to?"

divergent thinking

coming up with many possible solutions, the ability to propose many different ideas or answers

metacognition

defined as knowledge about our own thinking process. the strategic application of these knowledges to accomplish goals and solve problems; also includes knowledge about the value of applying cognitive strategies in learning.

Critical thinking

evaluating conclusions by logically and systematically examining the problem, the evidence, and the solution.

What are some types of learning strategies?

- Cognitive (summarizing, identifying main idea) - Metacognitive (monitoring comprehension - Do I understand?) - Behavioral (using an internet dictionary, setting timer to work until time is up)

learning strategies

- a special kind of PROCEDURAL knowledge, the use of these strategies reflect METACOGNITIVE knowledge.

MC regulates thinking and learning, using three essential skills

1. Planning - deciding how much time to devote to task, which strategies to use, how to start, what resources needed, what order to follow, how much intense attention needed, etc. 2. Monitoring - real time awareness of how you are doing. "Is this making sense? Am I going too fast?" 3. Evaluating - making judgements about the processes and outcomes of thinking and learning. "Should I change strategies? Get help?"

Explain the processes involved in problem solving and the factors that can interfere with successful problem solving.

Identifying/problem finding, defining goals and representing the problem, exploring possible solution strategies: algorithmic or heuristic. functional fixedness, response set, availability heuristic, belief perseverance, confirmation bias may hinder problem solving

concept map

a drawing that charts the relations among ideas, interconnected ideas as webs - Concept mapping activities were most effective for attaining knowledge transfer

What is KWL?

a strategy used to guide reading and inquiry K: What do I ALREADY know about this subject? W: What do I WANT to know? L: At the end of reading, what HAVE I learned?

working backwards strategy (heuristic)

beginning at the goal and moving back to unsolved initial problem Ex: figuring out when to start project by looking at schedule

functional fixedness

inability to use objects or tool in new way. Ex: using screwdriver to fix loose nail or improvising new tool in room

creativity relevant process

includes work habits and personality traits, willing to work hard and struggle with idea to make it through

availability heuristic

judgements based on availability of information in our memories Ex: watching a powerful film about a large poor family and being surprised when finding out the average family in poverty only has 2.2 children

representative heuristic

making judgements of possibilities based on prototypes, what we think is representative of a category. Ex: Will a slim, short stranger be more likely to drive trucks or play basketball?

convergent thinking

narrowing possibilities to a single answer

How are creativity tests measured?

originality, fluency(# of responses), and flexibility(# of categories)

overlearning

practicing a skill past the point of mastery, teachers should support this

verbalization (heuristic)

putting your problem solving into words and giving reasons for selecting it Ex: realizing solution while explaining problem to someone

Schema-driven problem solving

recognizing a new problem as a disguised version of an old problem and knowing how to solve it because of that

Describe several learning and study strategies that help students be more metacognitive.

setting goals and timetables, making organizational charts, using mnemonics, imagery, concept mapping, creating examples, explaining to peer, making predictions, self questioning

domain relevant skills

source of creativity. one must know some type of specific knowledge in area

What is an example of differences in biology or learning experiences can cause differences in MC abilities?

students with learning disabilities having problems monitoring attention

means end analysis (heuristic)

taking complicated large problems and breaking it down into smaller sub goals. Ex: breaking down long paper into smaller steps

belief perseverance

tendency to hold on to our beliefs even in face of contradictory evidence

confirmation bias

tendency to search for info that confirms our ideas and beliefs Ex: seeking evidence that supports your beliefs rather than facts. Looking at good features in car you want instead of the ones you rejected

What is restructuring?

the ability to see things in a new way, possibly leading to insight (sudden realization of of solution)

cmaps

the free downloadable tools from website, for creating concept maps

response set

the tendency to respond in the most familiar way Ex: when seeing 1002 = 2, you will try adding the numbers first

influences of how we learn things

the way something is learned in the first place greatly influences how readily we remember the info and how appropriately we can apply the knowledge later. - must be cognitively engaged, invest effort, and regulate their own learning

analogical thinking (heuristic)

thinking about similar situation to problem you have and using same way to solve it. Ex: engineers had to figure out how battleships could determine where vessels were hidden before designing submarine