Metacognition and self-regulation

Evaluating

1. Examine your outcomes - Where your strategies effective - Would you change anything for the future? 2. Feedback at this stage is important

Examples of metacognition in the classroom

The best learners are very aware of the process of their own learning as it's occurring - Recognizing when you don't understand something - Knowing how best to organize your notes to facilitate your own learning - Knowing how to study so you will learn and remember the material - Knowing your reading strengths and weaknesses

Planning

1. Determine your gaol - what am i trying to accomplish - what level of performance do I want to achieve 2. How will you reach it - What strategies fo I need to use? -Timelines/benchmarks?

Task knowledge

1. How we perceive the learning work. Our ability to analyze the learning task. 2. This include knowledge about the nature of the task and type of processing demands that it will place upon the individual. 3. 2 aspects: - Difficulty: • Content • Length • Type fo assignment - Relevance: Why am I doing this? What is my goal when doing this? • This will impact the effort that we are willing to put into a task. This is something that we can help students with by making it explicit • The ability to analyze the learning task changes as children age, and older children, typically beginning in the upper elementary grades, begin to understand that task difficulty impacts the way in which they should approach the task

Strategies for developing metacognitive behaviors

1. Identifying "what you know" and what you don't know 2. Talking about thinking 3. Keeping a journal 4. Planning your actions and self-regulation 5. Debriefing the thinking process 6.Self-evaluation

Zimmerman's model

1. It's a cyclical process between forethought, performance and self-regulation 2. Forethought: task analysis and self-motivation beliefs - Task analysis: goal setting, strategic planning - self motivation beliefs: Self efficacy, outcome expectations, intrinsic interest, learning goal orientation 3. Performance: Self-control and self-observation - Self-control: imagery, self-instruction, attention focusing and task strategy -Self-observation: self recording, self experimentation 4. Self-reflection: self-judgment and self-reaction - Self judgment: self evaluation and causal attribution - Self reaction: self satisfaction/affect, adaptive/defensive

Self-regulation vs metacognition

1. Metacognition: thinking about your own actions, motivations and thoughts 2. Acting on your own and thoughts

Strategies for teachers

1. Model the thought process while teaching the subject matter. This will show the students the process that you are using when thinking 2. Verbalize what you, as teacher, are thinking while you are explaining the students. This reinforces for the students the thinking skills the students should also be using. For instance, before doing homework the teacher explains what they should learn and why.

Person knowledge

1. Refers to general knowledge about how human beings learn and process information and individual knowledge of one's own learning processes. 2. Understanding your own capabilities. - Knowing what you find challenging, the types of strategies that do / don't work for you - It is important to give people feedback in order to improve their person knowledge. 3. Understanding what helps you learn best is an example of your understanding your own capabilities and what works best for you as a learner

Self-regulation and Vygotskian

1. Self-regulation may have roots in the ways other people, such as parents or teachers socially regulate our activities 2. Over time, children assume the responsibility of this process

Metacognition： definition ability to : is it a theory? function: enable us to...

1. Thinking about thinking. Metacognition is the process in which you think about your own cognition 2. Monitoring and control of thought 3. Ability to reflect on one's own performance 4. Cognitive process, not a theory. There are metacognitive strategies you can use, but no metacognitive theories 5. Metacognition enables us to successful learners, and has been associated with intelligence. 6. Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning 7Activities such as planning how to approach a given learning task, reflecting on actions/ experience, monitoring comprehension and evaluating progress toward the completion of a task are metacognitive in nature.

Strategy knowledge

1. awareness of the strategies that we can use to improve our learning and when and why to apply them (conditional knowledge) 2. understanding how strategies operate and why they are useful. This is different than using the actual strategy

Metacognitive knowledge

1. knowledge of our cognitive processes and how to regulate those processes in order for learning to take place 2. Ex: child who is monitoring her speech. When the child makes a mistake when speaking why will stop and say the sentence again until it is correct 3. It is about know what we know and what we don't know

Monitoring

Assessment in action - Self-questioning: • Do I understand this? • Can I explain this to someone else - Self-testing: • What have I learned so far? • What do I still need to learn?

Mischel's Marshmallow Test

Executive control -Children who exhibited self-control in the experiment were shown to be more successful later in life - Executive control is similar to self-regulation, essentially, it is a component of self-regulation. The test specifically related to the idea of delayed gratification

Metacognition and S-R: how are they different?

Metacognition: - Thinking about thinking - Awareness - Knowledge (3 types) Self-regulation: - Controlling cognitive activities - An active process - Involves practice

"I know that I have difficulty with word problems

person knowledge

Metacognitive Strategies

purposeful act of attempting to control our cognitive processes to help us learn or accomplish our goals -Goal setting/planning -monitoring -affecting -evaluating

so I will answer the computational problems first and save the word problems for last

strategy knowledge

because word problems sometimes have a lot of information, and I have to construct my own equation

task knowledge