Brittany O’Meara
Dr. Heidi Estrem
English 598
12, October 2017
Metacognition Is Not Cognition
Metacognition is when the ballet dancer looks into the mirror as they are learning how to position their body. The process of reflection on what we are doing, when we are doing it, is what allows us to understand what actions we take while we are thinking through problems. With the ballet dancer and the mirror, the dancer can see their performance as others might see it, allowing for improvement. However, it must we must acknowledge that cognitive learning is difficult to observe this way, as it is often invisible; cognitive learning is usually something we cannot observe directly. Metacognition requires practice in thinking about thinking until it
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Despite the article’s focus on 9th graders, the ideas about meta-cognitive learning are especially relevant to the work we are doing as TA’s in our classroom; specifically, when it comes to the purpose of reading journals to develop further thinking into the assigned readings. Not only so that we can be sure that the students are doing their assigned reading but also so that we can assess what our students are thinking about the reading (learning) in which they are actively participating. I feel that this helped to reaffirm not only what we are doing in the classroom but also to further reinforce the importance of metacognition as a threshold concept. By understanding the outcomes of the students that participate in journaling through this article, where they saw improvement in their students, and where there are gaps in learning, it supports the importance of metacognition to foster learning and understanding in the …show more content…
The purpose of reading journals it to get students to raise questions and make personal connections to the subjects and implements metacognitive learning. By doing these activities in our courses, the authors argue that students gain improvements in the frequency and depth of their reading and course performance. Because the work we do as students and teaching is so complex, it is important to have students develop these intellectual skills through practice to support long-term learning
Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
The researcher will adopt the survey on Jr. Metacognitive Awareness Inventory which originally proposed by Sperling, Howard, Miller, and Murphy. It consists of 18 statements to which participants respond by marking a Likert scale with numbers from 1 (“never”) to 5 (“always”). Average completion time is approximately twenty minutes. The Jr. MAI statements represent two component categories of metacognition, metacognitive knowledge and metacognitive regulation. Within the knowledge component are statements of declarative knowledge (knowledge about self and strategies), procedural knowledge (knowledge about strategy use), and conditional knowledge (when and why to use strategies). The regulation component covered planning (goal setting), information
My previous conceptions and beliefs about reading have been challenged by looking at a different group of learners. Now, I have a more solid theoretical understanding understanding of the importance of reflective reading practices, in which the reader realize that reading is a complex process that is not determined for the fluency and “correctness” of matching the printed word with its expected and “appropriate” sound. I am also more aware of the importance of continuous support for struggling readers in post-secondary
Metacognition is the understanding of one's thought process. The way Dr. Saundra mcguire explains the way of learning should actually be makes it more relatable. She helps you realize the little things that you're doing in your study habits are wrong and generates easier ways to study. Dr. Saundra Mcguire talks about studying at the right level not how you should actually be studying because everyone studies differently. She talks about how you should not be procrastinating and you should be studying little bit every day and doing homework the same day. And not to rush your work and take your time with doing it. She explains the right ways to study as well go through all of the examples of the answers and she wants you to recognize your mistakes
Reading can promote more meaningful learning. According to results from the National Survey of Student Engagement (NSSE, 2004), students who spend more time reading outside class score higher on the deeper-learning scale.*
metacognitive and self-regulated strategies for effective learning. Pintrich and DeGroot (1990) point out there are three important
Metacognition is a cognitive theory, defined as a leaner’s awareness of his or her own learning process. Grounded in constructivist theory, metacognition gained widespread prominence in the 1970s. Metacognition, or “thinking about thinking”, is not a clearly defined word. research on metacognition, self-regulation, and self-regulated learning must be firmly connected with theory. As Winters et al. (2008) note, the lack of clear guiding conceptual frameworks in research studies creates confusion in terminology and leads researchers to use terms interchangeably. Thus, rather than asking how metacognition is involved during self-regulation, we end up asking whether metacognition is the same as self-regulation. Such definitional quandaries thwart
The null hypothesis is that there will be no differences in reading comprehension between students who use learn to write an annotated bibliography as a learning strategy and those who do not. In their research, Roberts and Billings (2008) suggested that learners must learn to think (first) in order to comprehend (result of thinking). Roberts and Billings urged educators to “treat [thinking] as a fundamental literacy skill” (p. 33). Whether or not an annotated bibliography can be declared an effective fundamental literacy skill is ultimately the question this study aims to
From my prior experience as an educator, the collaboration between a teacher and a student is evident in retrospective miscue analysis discussions as it results in a dynamic instructional intervention. As a future TESOL educator, I will employ retrospective miscue analysis approach in my classroom with my English language learners and also use this approach to support students with diverse learning styles, including students with learning disabilities. Hence, through RMA assessment approach and discussions, aspects of metacognitive discussions, motivation and revaluing are intertwined and iterative thereby building understanding about reading in helping students become more effective and efficient readers.
The Foundational Knowledge Standard involves preparing individuals for roles in the reading profession and encompasses the major theories, research, and best practices that share an agreement of acceptance in the reading field. Individuals who enter the reading profession should understand the historically shared knowledge of the profession and develop the capacity to act on that knowledge responsibly. (IRA Standards, 2010). This semester I really learned how I could develop the capacity to learn from my previous experiences and contemplate my own practices in systematic ways to benefit students rigor. Based on several decades of cognitive science research on human learning, knowledge is domain specific and contextualized. Social experience and context play a role in the construction and development of knowledge (IRA Standards, 2010). Knowledge in the reading field includes archival research-based knowledge and practical knowledge that reflects the wisdom of practice. Knowledge represents the currently shared content of the reading field, subject to change over time as new knowledge and understandings are acquired. This is what drives educators into having their own philosophies of teaching. Each educator develops his/her own capacity to learn from experiences and contemplates their own practices in systematic ways. It wasn't until the numerous experiences I had in a multitude of classrooms, during my undergraduate, that I was able to construct my own philosophy of teaching and abide by it.
Inquiry-based learning is geared with a student-centered approach, where teachers use the scaffolding technique to help students move toward stronger understanding of the subject area. Being directed towards a Science class, Forrest discovered that the literacy skills of listening, reading, writing, and speaking are all components of the inquiry process and are essential to learning in a Science classroom. Methods of using inquiry-based learning in a Science classroom includes; active reading where students are given a purpose for reading, scaffolding or teacher provided guidance, and collaboration in small groups to provide feedback on a specific source. The goal of active reading is to help students focus their inquiries on specific topics in an effort to increase learning. Another discovery that was made is that Middle-school students enjoy gaining new knowledge, especially when it is presented in a social way where they can provide their own ideas and listen to the ideas of their classmates which further promote their literary proficiencies. The article concludes that using inquiry-based literacy strategies will motivate and engage students in all subject
Smith, Lorraine, C. (2004). Exploring Content 1: Reading for Academic Success. New York: Longman. Pg.114
Unfortunately there are no quick fixes for the problems that plague the modern classrooms; there are only stopgaps and remedies which may be helpful in mitigating the problem until a more permanent solution is attained. These remedies constitute my personal teaching philosophy. One of these remedies involves instructing the students in the act of metacognition, st...
The foundation of a classroom setting is based on theories that enhance student learning, have a positive impact on the classroom environment and may “provide valuable guidance for teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Even though teaching is about what a student is taught, there are certain practises that are used to get the most out of students without the student realising. Experts in the field have developed different theories that aim to provide an answer as to how and why children learn. These theories aim to help teachers understand why children think the way they do and why different children respond better to different teaching techniques. There are many differing theories but this paper will focus on three – motivational, social-cognitive and metacognition. This paper will provide information on each theory, backed up by the theorist and will explain how each has an impact in the classroom.
A good understanding of one’s own metacognition is necessary before aiming to understand that of other people. This is referred to as intrapersonal perception. Self-regulation, which involves self-monitoring and self-motivation, is an essential skill required to achieve academic success at university. It focuses on the concept of individuals being able to accurately judge their level of knowledge and determine the effectiveness of methods implemented for exam preparation. This allows evaluation of strengths and weaknesses, enabling individuals to engage in focused study. Students who can effectively do this will excel in their time at university. Conversely, those who lack in this skill can have major implications, such as overestimating their knowledge, thus hindering their success. Debra A. Bercher’s findings sugg...