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John Flavell - Metacognition Theory
Transcript of John Flavell - Metacognition Theory
first recognize mistakes, then correct their own mistakes GOAL:
SELF-REGULATED LEARNERS Instruction designed to target cognitive deficits is is complex.
Strategies must be used consistently through the use of direct and explicit instruction References
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Rottman, T.R. & Cross, D.R. (1990). Using Informed Strategies for Learning to Enhance the Reading and Thinking Skills of Children with Learning Disabilities. Journal of Learning Disabilities. 23, 270-278.
Stull, A.T., & Mayer, R.E. (2007). Learning by Doing Versus Learning by Viewing: Three Experimental Comparisons of Learner Generated Versus Author-Provided Graphic Organizers. Journal of Educational Psychology. 99, 808-820.
Vaughn, S., & Edmonds, M. (2006). Reading Comprehension for Older Readers. Intervention in School and Clinic. 41, 131-137. John Flavell: Special Education students process information differently than those students who lack learning disabilities (Semurud-Clikeman, 2005). Teaching metacognitive strategies can help. John Flavell :
Metacognition Theory American developmental psychologist Metacognition: the ability of one to manage and monitor the input, storage, search and retrieval of the contents of thier own memory (Flavell, 1971).
Thinking about your thinking. teacher models their own thinking process out loud
explicitly explains to student the thinking involved in each step of a process helps students with "coding..., consolidation, storage and retrieval (Berninger & Richards, 2002)" helps students tackle reading comprehension tasks
establish relationships with in the content
chunks and organizers information to be encoded
helps with recall Self-Regulated Learning Conclusion