Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

John Flavell - Metacognition Theory

No description
by

Laura Koch

on 25 September 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of John Flavell - Metacognition Theory

photo credit Nasa / Goddard Space Flight Center / Reto Stöckli Metacognitive Strategies help Deficits in the Cognitive Process. THINK ALOUD Teacher Modeling MNEMONIC DEVICES Memory Strategies Graphic Organizers CHECKLISTS students need to go back and review their work
first recognize mistakes, then correct their own mistakes GOAL:
ACTIVE
&
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
Afflerbach, P., Pearson, P.D., & Paris, S.G. (2008). Clarifying the Differences between Reading Skills and Reading Strategies. The Reading Teacher. 61, 364-373.
Bryan, G., House, L., Mezzarobba, D., price, J., Mccormick, F., Rogers, T., Sinclaire, C., Winters, K. (2006). Developing the IRIS: Toward situated and valid assessment measures in collobrative professional development and school reform in literacy. The Reading Teacher. 59, 544-553Bass, M.L. &

Woo, D.E. (2008). Comprehension Windows Strategy: A Comprehension Strategy and Prop for Reading and Writing Informational Text. The Reading Teacher. 61, 571-575.Bishop, P.A., Reyes, C., & Pflaum, S.W. (2006). Read smarter, not harder: Global reading comprehension strategies. International Reading Association. 66-75.Gajria, M., Jitendra, A.K., Sood, S. &

Sacks, G. (2007). Improving Comprehension of Expository Text in Students with LD: A Research Synthesis. Journal of Learning Disabilities, 40, 210-225.

Nicholas, W.D., Young, C.A., & Rickelman, R.J. (2007). Improving Middle School Professional Development by Examining Middle School Teachers' Application of Literacy Strategies and Instructional Design. Reading Psychology. 28, 97-130.

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
Full transcript