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Cindy Andrews

on 2 August 2013

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Transcript of Metacognition

Thinking about thinking and
...knowing what you know
and knowing what you don't know...
Identifying the learning task...
Why am I reading this?
How does the text relate to the learning?
How will I apply this new learning?
Choosing a strategy...
Preview headings, subtexts, and graphics
What hints at the author's intention?
Is there unfamiliar vocabulary I need to define?
So....if I understand it correctly, this passage is saying...
Have I met my learning target?
Do I feel satisfied?
What, if anything, do I still not understand?
What will I do to fill in the gaps?
Can I easily summarize what I've read?
Could I teach this to someone else?
Do I understand what I have read?
Am I confused?
Am I frustrated?
How should I adapt my strategy?
What do I already know about this topic?
What more would I like to learn?
Measuring the learning
Planning the learning
Monitoring the learning
Can I conjure up images to match what I am reading?
Would a graphic organizer be useful?
What does this remind me of?
Can I relate, personally?
What are the most important parts?
Will note-making help me remember what I've read?
Do I need to talk it over with a peer?
Projecting ahead...
Should I choose this strategy again?
Have I grown as a learner?
Do I feel more confident?
What new goals can I set for myself?

learning to learn!
In other words...
The Value of Metacognition
Students who engage in metacognition
ask themselves reflective questions before, during, and after the learning task to maximize their learning potential.
perform better on exams and work more efficiently.
are self-regulated learners.
modify learning strategies and skills based on their awareness of effectiveness.
"An education isn't about what you committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't."
Thoughts on metacognition...
Anatole France, French Novelist (1844-1924)
Nobel Peace Prize in Literature, 1921
Full transcript