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LEARNING STRATEGIES_ METACOGNITION AND COGNITION
 
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1st SLIDE Title: Learning strategies: cognition and metacognition. Pablo Gomez and Alberto Leal 2nd SLIDE PABLO: Ey Alberto, what happens? ALBERTO: I’m sad because I try and try, but I fail to understand what learning strategies are. PABLO: Never mind, if you want, we can learn it together. Basically, learning strategies are efforts made by learners to enhance or assist their language learning experience. Do you know what elements are attributed to these strategies or efforts? ALBERTO: absolutely, there are the following: a. They involve choice on the part of the learner; b. Besides, they involve conscious selection; that is, the learner is aware of deciding to use a strategy; c. Moreover, They are goal directed (for instance, they are purposeful in nature and geared toward task completion) d. Finally, They are effortful. And as you know, there are five types of learning strategies, which are metacognitive, affective, social, cognitive and memory strategies; but we are going to focus on metacognitive and cognitive strategies. 3rd SLIDE PABLO: ok let me check it on my computer. Right, here it is the information about metacognitive strategies: Learners use this resource in order to plan, control and assess their own development. Besides, it means an especial type of knowledge, a triple knowledge: to know what learning is, to know how learning better and to know yourself, your feelings, your emotions, your attitudes and your aptitudes. So, there are many examples: a. Thinking about the aims of an exercise or a task. b. Self-assessment. c. And trying to put in practise what they have learned to gain knowledge. I don’t understand what exactly cognitive strategies are… Alberto, could you help me please? 4th SLIDE ALBERTO: Of course, listen to me and note down: These are mental processes, conscious or unconscious, with which the understanding of language, its assimilation, its storage in memory, its recovery and its later use are improved. Learning a new language means, on the one hand, to understand the content of the messages and texts they read. And, on the other hand, to understand new rules and new linguistic patterns. Some examples of cognitive strategies could be: a. Comparison between a structure of the new language and the equivalent in the native language. b. Elaborating an outline of what has been learned. c. Underlining the main passages of a text. 5th SLIDE ALBERTO: At least!! We have learned all about this topic. PABLO: And you? Have you learned with us? We expect it. BOTH: Byeeeeeeee.
Views: 9486 Alberto Leal
Good Thinking! — That’s so Meta(cognitive)!
 
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That’s so Meta(cognitive)! — investigates how explicitly teaching students metacognitive strategies helps them become more effective learners, able to integrate knowledge rather than just memorize isolated science facts and definitions. Explore the research: http://s.si.edu/1IwH5zS Credits: http://s.si.edu/1SGMX0J ---- If you enjoyed our Good Thinking! videos, share them with a friend, colleague, or a teacher in your life. And be sure to connect with us online! Our Website: http://s.si.edu/1RtrHsO STEMVisions Blog: http://s.si.edu/1de3GIH Facebook: http://s.si.edu/1Hc9Rt0 Twitter: http://s.si.edu/1GmsSVR Pinterest: http://s.si.edu/IJtdLq Google+: http://s.si.edu/1SGMzzj
Introducing Metacognitive Learning Strategies
 
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An overview introducing the idea of meta-cognitive strategy use in ESL. For a little more information and links to relevant reading, go to: http://ingweron.edublogs.org/2016/10/23/an-introduction-to-metacognition-in-second-language-learning/
Views: 29315 mike heath
Cognitive and Metacognitive Strategies in Language Learning: Mass Input Approach
 
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In this video I discuss the idea that language learners need to use cognitive and metacognitive strategies. I discuss this in relation to a mass input approach (or what Mike Campbell calls the "Mass Sentence Method") by considering what sorts of reading strategies can be used to learn vocabulary and grammar by exploring the text for patterns: word families, collocations, repeated structures, and any other perceptible patterns. I relate this to the idea of 'metacognitive' skills which learners also need to have.
Views: 8621 Academico
What is COGNITIVE STRATEGY? What does COGNITIVE STRATEGY mean? COGNITIVE STRATEGY meaning
 
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What is COGNITIVE STRATEGY? What does COGNITIVE STRATEGY mean? COGNITIVE STRATEGY meaning - COGNITIVE STRATEGY definition - COGNITIVE STRATEGY explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Cognitive strategies are the specific methods that people use to solve problems, including all sorts of reasoning, planning, arithmetic, etc. Importantly, a cognitive strategy need not be all "in the head", but will almost always interact with various aspects of what might be called the "execution context". A commonly used and elegant example of cognitive strategies comes from small-number addition. There are numerous different ways (i.e., different strategies) by which one can get the sum of two (let's say) one digit numbers, for example 3+4 (=7). The way that most adults would solve this problem is by simply remembering the answer (a "memory" strategy), but a toddler would probably use one of a number of different finger-counting strategies. For example, one can represent the first addend (3) on one's left hand by raising three fingers, and then do the same with four fingers on the right hand, and then count up the number of fingers that are raised. But there are many other ways to do this. For example, one can do the same first step (raise three fingers on one's left hand), and then start counting from 4 as one raises four more fingers one at a time on either the right hand, or even starting from the fourth finger on the left hand (which would require continuing from 6 on the right hand). Different strategies may have very different characteristics in terms of their time and space complexity, memory requirements, etc., and therefore in terms of their error characteristics.
Views: 643 The Audiopedia
Metacognition, Effective Teaching & Learning
 
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The presented video is a look at what Metacognition is and its importance in effective teaching and learning. The content is presented by: Claire McKenna, Kevin Crotty, Garrett Spellman, Paul Mullaney
Views: 64380 Technology Teaching
Metacognition: Learning about Learning
 
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Paul Andersen gives ten tips on increasing comprehension. Intro Music Atribution Title: I4dsong_loop_main.wav Artist: CosmicD Link to sound: http://www.freesound.org/people/CosmicD/sounds/72556/ Creative Commons Atribution License
Views: 142220 Bozeman Science
cognitive and metacognitive strategies
 
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Alex, Samaher and Edd discuss cognitive and metacognitive reading strategies for online authentic texts (apologies for the out-of-focus part!)
Views: 817 Five Magics Media
Cognition and Metacognition in Speaking
 
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This is one of assignments for Language Learning and Technology at The University of Manchester. Hopefully, it can help others understand about Cognitive and Metacognitive Strategies in Speaking. Enjoy presentation ^^-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 606 Ianatul Avifah
Cognitive Strategies Example
 
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Cognitive Strategies in use-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 4144 Julia Seier
EDUC 140 Unit 3 Metacognition & Self-Regulation
 
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This video is the pre-recorded Lecture #3 for EDUC 140: Mind, Belief and Behavior: Learning in a Diverse World. It covers the metacognition, self-regulation, and the relationship between them. Sources: Dembo, M., & Seli, H. (2012). Motivation and learning strategies for college success: A focus on self-regulated learning. 4th edition. New York: Taylor & Francis. Course Developer: Dr. Christine Daryabigi Mendoza
Views: 6323 Education 140
Cognitive/Learning Strategies
 
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Description
Views: 538 dennissale
Thinking About Thinking: How to Challenge & Change Metacognitive Beliefs | Katy O'Brien | TEDxUGA
 
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With this talk, Dr. Katy O'Brien challenges us to reconsider what we believe about our brains. Dr. Katy O’Brien is an assistant professor in the Department of Communication Sciences and Special Education, where she leads the Cognitive-Communication Brain Rehab Lab. Dr. O’Brien received her PhD in Speech-Language-Hearing Sciences from the University of Minnesota and also has clinical experience as a speech language pathologist working with adults with neurogenic disorders. Currently, her research focuses on traumatic brain injury and concussion, specifically supporting college students as they return to their studies, as well as examining how adults with TBI think, talk, and plan for the future. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
Views: 5897 TEDx Talks
Metacognitive Learning Strategies - Adult Learning
 
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Video presentation from the dissertation thesis - "Metacognitive strategies in adult learning". Education is no exception when talking about technological expansion and it is becoming increasingly important how adults learn. In the 21st Century for adults to become successful demands to posses a learning ability and the focus is on how adults learn. Learning becomes a necessity, a process that is extended throughout life, the lifelong learning. The dissertation presented the theoretical models of learning, the peculiarities of adult learning and learning strategies in order to facilitate understanding of the link between metacognition and learning strategies. The dissertation thesis proposes a scientific presentation of the role of metacognitive strategies in the adult learning process, the assessment of the metacognitive level of an individual and the development of metacognitive abilities through self-directed, experiential and transformative learning models. Master - Human Resources in Education. Training and Management Faculty of Psychology and Educational Sciences Transilvania University of Brasov Music: www.bensound.com - Creative Minds
Views: 131 Monica Sibisteanu
Module 1 Metacognitive Strategies
 
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This video shares metacognitive strategies for Module 1 of Content Area Literacy Strategies Independent Learning Modules.
Metacognitive Reading Strategies.
 
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Reading strategies play a pivotal role in developing reading comprehension, thus it is necessary for English language teachers and learners (ELTs & ELLs) to use effective reading strategies. Keeping it into consideration, this video's objective is to teach reading comprehension through metacognitive reading strategies - pre, while and post.
Views: 4843 Eduistics
Teaching Metacognitive Strategies
 
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This video is about Teaching Metacognitive Strategies. Note: I am not a teacher. I am a school psychology student giving suggestions on ways to improve students' use of metacognitive strategies. Here are the links referred to in the video: http://www.mindsetworks.com http://net.educause.edu/upload/presentations/ELI081/FS03/Metacognition-ELI.pdf http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html http://www.benchmarkeducation.com/best-practices-library/metacognitive-strategies.html
Views: 939 Morgan Cody
6 Metacognitive Strategies for Middle and High School Classrooms
 
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This is video #10 in my 12-part video series based on my book The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students. In this video we take a look at how teachers can use metacognitive strategies to help teens think about their own thinking processes. The six strategies are: 1. Engage Students in Critical Thinking 2. Show Students How to Use Metacognitive Tools 3. Teach Goal-Setting 4. Instruct Students in How Their Brains Work 5. Explain the Importance of a Growth Mindset 6. Provide Opportunities for Existential Questioning The use of these strategies can help improve students'' critical thinking skills, help them differentiate truths from lies in the media, give them new tools for organizing their thinking in academic course work such as heuristics and cognitive organizers, and teach them about the neuroplasticity of their brain and why a growth mindset is so important for success in school and life. For more, go to: www.institute4learning.com.
Views: 2784 Thomas Armstrong
A Focus on Teaching: Metacognition
 
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CVM faculty are not only excellent in research and service, but also innovative in teaching. A Focus on Teaching will feature faculty members who have adopted innovative instructional strategies to enhance student learning by engaging, motivating or challenging them in the learning process. In this video segment, Dr. Bonnie Rush, Professor and Head of the Department of Clinical Sciences, will share an in-class teaching strategy that fosters students’ metacognition, a high-level cognitive process essential to learning complex, integrated material.
Views: 16497 KSUCVM
What Is Metacognition? 3 Key Points To Remember
 
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This definition of metacognition also highlights the importance of metacognitive knowledge in increasing learning abilities; research has shown it can compensate for IQ and prior knowledge. By Jeff Roy.
Views: 34769 ThePeakLearner
Introduction to Learning Strategies
 
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This video explains that strategies require conscious and purposeful use by the learner, learning styles are unconscious preferences for learning, and four major categories of strategies are cognitive, metacognitive, affective, and social.
Views: 5776 Peggy Marcy
Cognitive Strategy
 
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Smith & Ragan Assignment
Views: 1361 Robert Arnold
MOOC EDSCI1x | Video 5: Metacognition | Effective Teaching Strategies
 
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Video 5: Metacognition | Effective Teaching Strategies MOOC EDSCI1x | Science of Learning: What Every Teacher Should Know TeachersCollegeX | Pearl Rock Kane and Kevin Mattingly This education course will show you, through current research, how we learn — the way our brain makes, stores, and retrieves memories. You will examine common misconceptions and misunderstandings about learning that can prevent students from learning at their fullest capacity. Along the way you will explore the practical implications of cognitive science for classroom teaching in terms of choosing effective instructional strategies, developing useful assessments, motivating student effort, and designing learner-centered curricular units. This course is aimed to enhance the practice of K-12 teachers. Enroll today! https://www.edx.org/course/science-learning-what-every-teacher-teacherscollegex-edsci1x
Views: 1776 ColumbiaLearn
What is METACOGNITION? What does METACOGNITION mean? METACOGNITION meaning & explanation
 
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What is METACOGNITION? What does METACOGNITION mean? METACOGNITION meaning - METACOGNITION pronunciation - METACOGNITION definition - METACOGNITION explanation - How to pronounce METACOGNITION? Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Metacognition is "cognition about cognition", "thinking about thinking","knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond". Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem-solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students. Some evolutionary psychologists hypothesize that humans use metacognition as a survival tool, which would make metacognition the same across cultures. Writings on metacognition date back at least as far as two works by the Greek philosopher Aristotle (384-322 BC): On the Soul and the Parva Naturalia. This higher-level cognition was given the label metacognition by American developmental psychologist John H. Flavell (1979). The term metacognition literally means cognition about cognition, or more informally, thinking about thinking. Flavell defined metacognition as knowledge about cognition and control of cognition. For example, a person is engaging in metacognition if he notices that he is having more trouble learning A than B; if it strikes him that he should double-check C before accepting it as fact. J. H. Flavell (1976, p. 232). Andreas Demetriou's theory (one of the neo-Piagetian theories of cognitive development) used the term hypercognition to refer to self-monitoring, self-representation, and self-regulation processes, which are regarded as integral components of the human mind. Moreover, with his colleagues, he showed that these processes participate in general intelligence, together with processing efficiency and reasoning, which have traditionally been considered to compose fluid intelligence. Metacognition also involves thinking about one's own thinking process such as study skills, memory capabilities, and the ability to monitor learning. This concept needs to be explicitly taught along with content instruction. Metacognitive knowledge is about one's own cognitive processes and the understanding of how to regulate those processes to maximize learning. Some types of metacognitive knowledge would include: Content knowledge (declarative knowledge) which is understanding one's own capabilities such as a student evaluating his/her own knowledge of a subject in a class. It is also notable that not all metacognition is accurate. Studies have shown that students often mistake lack of effort with understanding in evaluating themselves and their overall knowledge of a concept. Task knowledge (procedural knowledge) which is how one perceives the difficulty of a task which is the content, length, and the type of assignment. The study mentioned in Content knowledge also deals with the ability of one to evaluate the difficulty of the task related to their overall performance on the task. Again, the accuracy of this knowledge was skewed as students who thought their way was better/easier also seemed to perform worse on evaluations, while students who were rigorusly and continually evaluated reported to not be as confident but still did better on initial evaluations. Strategic knowledge (conditional knowledge) which is one's own capability for using strategies to learn information. Young children are not particularly good at this; it is not until upper elementary where students start to develop the understanding of strategies that will be effective. Metacognition is a general term encompassing the study of memory-monitoring and self-regulation, meta-reasoning, consciousness/awareness and auto-consciousness/self-awareness. In practice these capacities are used to regulate one's own cognition, to maximize one's potential to think, learn and to the evaluation of proper ethical/moral rules. It can also lead to the reduction in response time for a given situation due to heightened awareness and potentially reduce cycle times to complete problems or tasks.....
Views: 7370 The Audiopedia
Word Study in Action: Building Metacognition
 
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Understanding Word Structure Building Metacognition Students discuss strategies they employ when they encounter unknown words in their reading. These include referring to word walls and comprehension keys posted in the classroom, chunking parts of words, predicting from context and asking others for help. The teacher emphasizes that these metacognitive strategies help students to gain independence in reading and to set their own next steps as readers. How is a focus on metacognition reflected in the four strands of the Ontario Curriculum: Language (1--8)?
Views: 43186 Knatim
Language Learning Strategies | Strategies of Language Learning
 
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Language learning strategies is a term referring to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. They have also been defined as ‘thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance’. The term language learner strategies, which incorporates strategies used for language learning and language use, is sometimes used, although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning. History: Language learning strategies were first introduced to the second language literature in 1975, with research on the good language learner. At the time it was thought that a better understanding of strategies deployed by successful learners could help inform teachers and students alike of how to teach and learn languages more effectively. Initial studies aimed to document the strategies of good language learners. In the 80s the emphasis moved to classification of language learning strategies. Strategies were first classified according to whether they were direct or indirect, and later they were strategies divided into cognitive, metacognitive or affective/social categories. In 1990, Rebecca Oxford published her landmark book "Language Learning Strategies: What Every Teacher Should Know" which included the "Strategy Inventory for Language Learning" or "SILL", a questionnaire which was used in a great deal of research in the 1990s and early 2000s. Controversy over basic issues such as definition grew stronger in the late 1990s and early 2000s, however, with some researchers giving up trying to define the concept in favour of listing essential characteristics. Others abandoned the strategy term in favour of "self regulation". Classification of language learning strategies: O'Malley and Chamot classification: In 1990, O'Malley and Chamot developed a classification of three types of language learning strategies:  Metacognitive strategies, which involved thinking about (or knowledge of) the learning process, planning for learning, monitoring learning while it is taking place, or self-evaluation of learning after the task had been completed.  Cognitive strategies, which involved mental manipulation or transformation of materials or tasks, intended to enhance comprehension, acquisition, or retention.  Social/affective strategies, which consisted of using social interactions to assist in the comprehension, learning or retention of information. As well as the mental control over personal affect that interfered with learning. This model was based on cognitive theory, which was commended, but it was also criticized for the ad hoc nature of its third category. Oxford taxonomy: Also in 1990, Rebecca Oxford developed a taxonomy for categorizing strategies under six headings:  Cognitive—making associations between new and already known information;  Mnemonic—making associations between new and already known information through use of formula, phrase, verse or the like;  Metacognitive—controlling own cognition through the co-ordination of the planning, organization and evaluation of the learning process;  Compensatory—using context to make up for missing information in reading and writing;  Affective—regulation of emotions, motivation and attitude toward learning;  Social—the interaction with other learners to improve language learning and cultural understanding. In later years this classification system was criticized for its problems in separating mnemonic stratgeies from cognitive strategies, when one is a sub-category of the other, and the inclusion of compensatory strategies, which are connected to how a learner uses the language, rather than learns it. ………………………………………………………………………………….. Sources: Text: Text of this video has been taken from Wikipedia, which is available under the Creative Commons Attribution-ShareAlike License Background Music: Evgeny Teilor, https://www.jamendo.com/track/1176656/oceans The Lounge: http://www.bensound.com/royalty-free-music/jazz Images: www.pixabay.com www.openclipart.com
Views: 1008 Free Audio Books
MOOC EDSCI1x | Video 1: Cognitive Load | Student Learning Strategies
 
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Video 1: Cognitive Load | Student Learning Strategies MOOC EDSCI1x | Science of Learning: What Every Teacher Should Know TeachersCollegeX | Pearl Rock Kane and Kevin Mattingly This education course will show you, through current research, how we learn — the way our brain makes, stores, and retrieves memories. You will examine common misconceptions and misunderstandings about learning that can prevent students from learning at their fullest capacity. Along the way you will explore the practical implications of cognitive science for classroom teaching in terms of choosing effective instructional strategies, developing useful assessments, motivating student effort, and designing learner-centered curricular units. This course is aimed to enhance the practice of K-12 teachers. Enroll today! https://www.edx.org/course/science-learning-what-every-teacher-teacherscollegex-edsci1x
Views: 5654 ColumbiaLearn
Ch6: Memory Strategies & Meta cognition
 
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Intro to Ch6 on Memory Strategies to use to improve performance and learning about the importance of metacognition.
Views: 776 Shelly Marmion
Think About Thinking - It's Metacognition!
 
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If you've ever felt that your efforts in learning don't reflect well on your tests . . you may need some "metacognitive sophistication"!! Learn why it's important to "think about your thinking". For more information visit: www.cas.lsu.edu _______________ Subscribe for more studying strategies and resources: https://www.youtube.com/subscription_center?add_user=LSUcas Find tutoring, free help with homework, and test preparation: http://lsu.edu/cas Check out LSU Supplemental Instruction: https://www.lsu.edu/students/cas/about/services/si.php Like us on Facebook: https://www.facebook.com/LSUCAS?fref=photo Follow us on Twitter: https://twitter.com/lsu_cas For More Information, visit our website: http://lsu.edu/cas
Metacognition | Definition, Strategies & Examples of Metacognition
 
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Metacognition | Definition, Strategies & Examples of Metacognition: Metacognition is "cognition about cognition", "thinking about thinking", "knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond". Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem-solving. There are generally two components of metacognition: (1) knowledge about cognition and (2) regulation of cognition. Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition. Academic research on metacognitive processing across cultures is in the early stages, but there are indications that further work may provide better outcomes in cross-cultural learning between teachers and students. Some evolutionary psychologists hypothesize that humans use metacognition as a survival tool, which would make metacognition the same across cultures. Writings on metacognition date back at least as far as two works by the Greek philosopher Aristotle (384-322 BC): On the Soul and the Parva Naturalia. ...................................................................... Sources: Text: https://en.wikipedia.org/wiki/Metacognition Images: www.pixabay.com Music: https://www.melodyloops.com/music/free/download/season-of-joy/
Views: 2483 Free Audio Books
Learning capacity and metacognitive intervention
 
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Video with Extraordinary professor in Optentia - Prof. Marco Hessels
Views: 1034 Prof Ian Rothmann
Metacognitive strategies
 
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Description
Views: 530 dennissale
Cognitive teaching strategies
 
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This video is about teaching strategies
What Are The Metacognitive Reading Strategies
 
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"What Are The Metacognitive Reading Strategies Watch more videos for more knowledge Metacognitive Reading Strategies. - YouTube https://www.youtube.com/watch/rkgUP2lgqs4 METACOGNITIVE READING STRATEGIES - YouTube https://www.youtube.com/watch/edG8aftb1rw 7 Metacognitive Reading Strategies Reed and ... https://www.youtube.com/watch/PSvchpxj2KA What Are The Metacognitive Strategies? - YouTube https://www.youtube.com/watch/ik-L65qnsdE What Are The Metacognitive Reading Strategies ... https://www.youtube.com/watch/bYProm9b0is Metacognitive Reading Strategy: Making ... https://www.youtube.com/watch/rRBb8MJf134 Metacognitive Reading Strategy: Visualizing ... https://www.youtube.com/watch/i6o5z8z8vDQ What Are The Metacognitive Strategies - YouTube https://www.youtube.com/watch/-TsMnSVViUE Introducing Metacognitive Learning Strategies ... https://www.youtube.com/watch/HKFOhd5sMEc Metacognitive Reading Strategy: Fix up Example ... https://www.youtube.com/watch/wVfcqulnfGQ What Are The Metacognitive Strategies? - YouTube https://www.youtube.com/watch/oYVd0TIRczI Module 1 Metacognitive Strategies - YouTube https://www.youtube.com/watch/1fuXqgSqaSM Metacognitive Reading Strategy: Questioning ... https://www.youtube.com/watch/u2XsoOhE6mQ Difference between Metacognitive & Cognitive ... https://www.youtube.com/watch/hQe9TD7I4Mo cognitive and metacognitive strategies - YouTube https://www.youtube.com/watch/c_wTfA0PGeI Metacognitive Strategies - YouTube https://www.youtube.com/watch/Bzbj4qihLnw Metacognition Strategy During Read Alouds - YouTube https://www.youtube.com/watch/XjKgkBRZ8yM Metacognitive Strategies - YouTube https://www.youtube.com/watch/yh1Hd_DCn4Y Metacognitive Reading Strategy: Determining ... https://www.youtube.com/watch/85bPz5xgfQ4 Metacognition and reading comprehension - YouTube https://www.youtube.com/watch/DYhgofqmUn4"
Views: 47 Ask Question II

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