Metacognitive Strategy

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by DHIVYAH ARUMUGAM8 views·Updated Mar 28, 2021
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  1. Hello, everyone.
  2. Today we will be looking into one of the indirect
  3. language learning strategy, which is the method competitive strategy in
  4. the strategy.
  5. I will explain in details on the definition, characteristics, process,
  6. flow and examples.
  7. Let's look at the definition of men to go with
  8. the strategy.
  9. Okay, for the recognition, meta cognitive strategy is actually a
  10. process or a method whereby we use it to help
  11. students understand the way they learn it is actually used
  12. to make students think about their thinking, for example, is,
  13. um, a teacher.
  14. Rather than asking a student to highlight a point or
  15. the main points in an essay, they can actually ask
  16. the students to think or to make them think on
  17. Why are they highlighting this?
  18. And why are they not highlighting another sentences?
  19. So it actually makes them pupils to think on why
  20. they are doing a certain thing?
  21. So this is actually what the attack of 19 strategy
  22. is all about.
  23. Okay, that is for the definition.
  24. Let's look at the characteristics.
  25. So these are the few characteristics of the meta cognitive
  26. to a strategy the first one is identifying ones on
  27. the insulin needs.
  28. Planning for a task gathering and organizing materials, arranging a
  29. study space and schedule monitoring mistakes are reaching success, evaluation,
  30. the success of any learning strategy and adjusting.
  31. So these are the few characteristics.
  32. Next, let's look at the process flow.
  33. So this is how the medical community approach actually works.
  34. So that's before, during and after.
  35. So before we will ask these few questions, the first
  36. one is, Have I done something like this before?
  37. And we think about the existing strengths and strategies, and
  38. then we set goals.
  39. What do I want to achieve at the end of
  40. the task or the end of the lesson?
  41. So during they'll be trial and errors.
  42. So you learn through the errors and we reflect.
  43. Does the strategy is looking for me?
  44. Can I change anything?
  45. And I'm eating my bulls?
  46. And after people think what works well, is there anything
  47. I can improve or alter?
  48. And then we will embed into workflow, and then, if
  49. it's suitable, we can apply it to different tasks.
  50. And lastly, these are the few examples of the metropolitan
  51. region. The first one is learning style assessment modeling.
  52. We think aloud metal discussions and guidance in selfishly.
  53. So these are the examples that the teacher can use
  54. in the classroom