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Although there are many definitions and models of metacognition, an important distinction is one between (a) knowledge of cognition and (b) the processes involving the monitoring, control, ... The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching,
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Oct 6, 2009 ... Workshop composed of geoscience faculty and cognitive scientists focusing on the ways in which students can be made aware of their own ...
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Teaching Metacognition Improves Learning ... By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition: ... Cutting Edge > Metacognition > Teaching Metacognition...
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Roberts, M. J., & Erdos, G. (1993). Strategy selection and metacognition. Educational Psychology, 13, 259-266. Scheid, K. (1993). Helping students become strategic learners: Guidelines for teaching. Cambridge, MA: Brookline Books.
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METACOGNITION consists of three basic elements: ... Developing a plan of action ... Excerpted from Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.)
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We contend that teaching for metacognition means modeling critically reflective behavior (including examining our own assumptions) and developing strategies for the classroom that help students become critically reflective.
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Hope J. Hartman. Metacognition in Teaching and Learning: an Introduction. Instructional Science - International Journal of Learning and Cognition, (26):1-3, 1998. ... This might have something to do with the design oriented focus of educational .... Hartman, H. J. Metacognition in teaching and learning:
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In this 61 minute podcast, we feature a speech by Marsha C. Lovett, Associate Research Professor & Associate Director for Carnegie Mellon University, and is entitled, "Teaching Metacognition". It was delivered at the ELI 2008 Annual Meeting.
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Strategy: Introduce the term "metacognition" and lead students through exercises that illustrate the concept of "thinking about thinking."
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Towards Teaching Metacognition: Supporting; Spontaneous Self-Assessment; Ido Roll, Eunjeong Ryu, Jonathan Sewall, Brett Leber, Bruce M. McLaren, Vincent Aleven, and Kenneth R. Koedinger; Human Computer Interaction Institute, Carnegie Mellon University;
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