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Metacognition (Admin Update 8)
Metacognition—for example, involving extensive giving and receiving of feedback, and recruiting students as self- and peer- assessors. This places them in the position of having to think metacognitively about the nature of the task, and the cognitive processes of the discipline. It is vital that learners move from empirical and experiential understandings to pattern recognition and theory making—in this respect, metacognition is key.
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Video 6a: Why Metacognition Matters
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Video 6b: Metacognition in e-Learning Ecologies
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Metacognition in Scholar
All Levels of Participation: Make a comment below this update about the ways in which educational technologies can facilitate metacognition. Respond to others' comments with @name.
Additional Introductory and Advanced Participation: Make an update introducing a concept related to metacognition on the community page (not your personal page - because only peers will see that!). Define the concept and provide at least one example of the concept in practice. Be sure to add links or other references, and images or other media to illustrate your point. If possible, select a concept that nobody has addressed yet so we get a well-balanced view of metacognition. Also, comment on at least three or four updates by other participants. Metacogniton concepts might include:
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Self-regulated learning
- Mnemonic work (contrasted with memory work)
- Epistemology in learning
- Learner engagement
- Intrinsic motivation
- Pattern recognition
- Conceptual learning
- Theorizing
- Critical analysis
- Concept mapping
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Suggest a concept in need of definition!
A few more points to rely upon from myself setting advancement in my articulation of discussions in an etiquette fashion. Some of the entities that are useful in explaining a workable ingrievience are:
1.self-regulating learning
2.Learner Engagement
3.critical analysis
4.concept mapping
5.Theorizing
When you write, I am speaking for all of the cases in writing as a general speaking term. You sometimes find yourself becoming fatigue with a monotonous style of writing getting the best of you. It is not a pen you are using it are a teletype keyboard!
Where can find correspondence enough to gain needed linkages, all of my peer to peer confronted discussions mostly relate back towards things like, I may perhaps can or will help your discussion similiar to what is asked? But when I think of it, actually I see it as being one the boredums. I have found, because of the poor in answering techniques people do use, no clauses in not answering you, it will be you need to concede the reports, then also with no available correspondences you look to be dumbfounded a lot. A reliant connective party needs to be accessible to the needs we would have to use such an acquiring of information site, I may help if it becomes more in efforts a sufficient portal zone.
A shorter addit remark from myself than I might usually give back. For the records in acceptance of metacognition in learning phases I have had to do work in cognitive growth that I somehow just can not approach still well enough! I consider myself as a well enough viewer, of any thoughts I would have to give into a work-ins display of my learning I would care to keep and had posessed some! Are the article you had wrote upon possessive of your learning techniques or can I evolute my writing skills of a similar apparent form of your brighter reflecting introductory concepts? If allowed I shall be more concrete in interpreting my understandings henceforth of now, very soon to become a critique are what I might be wanting to add upon!
Metacognition concept relates to reflect on one’s thinking, it has to do with the active monitoring and regulation of cognitive processes. The ability to think about one’s thoughts with the aim of improving learning. Metacognitive processes are central to planning, strategic thinking, problem-solving.
As a child gets older more awareness he/she demonstrates of his/her thinking process.
(in http://www.instructionaldesign.org/concepts/metacognition.html)
More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of (i) one’s thinking and learning and (ii) oneself as a thinker and learner.
Assignments addressing metacognition:
Preassessments—Encouraging Students to Examine Their Current Thinking: “What do I already know about this topic that could guide my learning?”
The Muddiest Point—Giving Students Practice in Identifying Confusions: “What was most confusing to me about the material explored in class today?”
Retrospective Postassessments—Pushing Students to Recognize Conceptual Change: “Before this course, I thought evolution was… Now I think that evolution is ….” or “How is my thinking changing (or not changing) over time?”
Reflective Journals—Providing a Forum in Which Students Monitor Their Own Thinking: “What about my exam preparation worked well that I should remember to do next time? What did not work so well that I should not do next time or that I should change?”
(in http://cft.vanderbilt.edu/guides-sub-pages/metacognition/ )
These are recommendations in Edutopia website: How to Teach Students to Be More Metacognitive – http://www.edutopia.org/blog/metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers
Another good article in the Education Portal – Metacognitive Strategies: Definition, Examples & Quiz – http://education-portal.com/academy/lesson/metacognitive-strategies-definition-examples-quiz.html