Oh_Sophia_Module3Assignment

Metacognition, Critical Thinking, and Bloom’s Taxonomy Assignment: You explored six topics concepts (Learning, Memory, Metacognition, Critical Thinking, Bloom’s Taxonomy and Executive Function) that will contribute to a successful learning in college. 1. Complete the Metacognitive Awareness Inventory in the Learning Activities before attempting this reflective writing. It is suggested that you print it out, which will make the scoring guide (below) much easier to follow. 2. Score your metacognition domains using the scoring guide below (Part 1). 3. Reflect on your metacognitive strengths as a college student (Part 2). Part 1: Metacognitive Awareness Inventory (MAI) Scoring Guide Directions For each True , give yourself 1 point in the Score column. For each False , give yourself 0 points in the Score column. Total the score of each category and place in box. Read the descriptions relating to each section. K NOWLEDGE ABOUT C OGNITION D ECLARATIVE K NOWLEDGE  The factual knowledge the learner needs before being able to process or use critical thinking related to the topic  Knowing about, what, or that  Knowledge of one’s skills, intellectual resources, and abilities as a learner  Students can obtain knowledge through presentations, demonstrations, discussions P ROCEDURAL K NOWLEDGE  The application of knowledge for the purposes of completing a procedure or process  Knowledge about how to implement learning procedures (e.g., strategies)  Requires students know the process as well as when to apply process in various situations  Students can obtain knowledge through discovery, cooperative learning, and problem solving C ONDITIONAL K NOWLEDGE  The determination under what circumstances specific processes or skills should transfer  Knowledge about when and why to use learning procedures  Application of declarative and procedural knowledge with certain conditions presented  Students can obtain knowledge through simulation D ECLARATIVE K NOWLEDGE S CORE 5. I understand my intellectual strengths and weaknesses. 1 10. I know what kind of information is most important to learn. 1 12. I am good at organizing information. 1 16. I know what the teacher expects me to learn. 1 17. I am good at remembering information. 0 20. I have control over how well I learn. 1 32. I am a good judge of how well I understand something. 1 46. I learn more when I am interested in the topic. 1 T OTAL 7 8

P ROCEDURAL K NOWLEDGE S CORE C ONDITIONAL K NOWLEDGE S CORE 3. I try to use strategies that have worked in the past. 1 15. I learn best when I know something about the topic. 1 14. I have a specific purpose for each strategy I use. 1 18. I use different learning strategies depending on the situation. 1 27. I am aware of what strategies I use when I study. 1 26. I can motivate myself to learn when I need to. 0 33. I find myself using helpful learning strategies automatically. 1` 29. I use my intellectual strengths to compensate for my weaknesses. 1 35. I know when each strategy I use will be most effective. 1 T OTAL 4 4 T OTAL 4 5 R EGULATION OF C OGNITION P LANNING  Planning, goal setting, and allocating resources prior to learning I NFORMATION M ANAGEMENT S TRATEGIES  Skills and strategy sequences used to process information more efficiently (e.g., organizing, elaborating, summarizing, selective focusing) C OMPREHENSION M ONITORING  Assessment of one’s learning or strategy use D EBUGGING S TRATEGIES  Strategies to correct comprehension and performance errors E VALUATION  Analysis of performance and strategy effectiveness after a learning episode P LANNING S CORE 4. I pace myself while learning in order to have enough time. 1 6. I think about what I really need to learn before I begin a task. 0 8. I set specific goals before I begin a task. 1 22. I ask myself questions about the material before I begin. 0 23. I think of several ways to solve a problem and choose the best one. 1 42. I read instructions carefully before I begin a task. 1 45. I organize my time to best accomplish my goals. 1 T OTAL 5 7 I NFORMATION M ANAGEMENT S TRATEGIES S CORE C OMPREHENSION M ONITORING S CORE 9. I slow down when I encounter important information. 0 1. I ask myself periodically if I am meeting my goals. 1 13. I consciously focus my attention on important information. 1 2. I consider several alternatives to a problem before I answer. 1 30. I focus on the meaning and significance of new information. 1 11. I ask myself if I have considered all options when solving a problem. 1 31. I create my own examples to make information more meaningful. 1 21. I periodically review to help me understand important relationships. 1 37. I draw pictures or diagrams to help me understand while learning. 0 28. I find myself analyzing the usefulness of strategies while I study. 1 39. I try to translate new information into 1 34. I find myself pausing regularly to check 1

information and stores it for about 8 seconds, while short-term memory focuses on information and can hold it for up to 20 seconds. By focusing on information, we move it from sensory memory to short-term memory. Long-term memory stores information for a longer period. When we encode and elaborate on the information, we move it from short-term memory to long-term memory. This makes it easier for us to retrieve the information later. The Information Processing Model emphasizes that learning involves encoding information, while memory involves storing information. 2. Define critical thinking. Explain how both critical and creative thinking skills can be used to problem-solve. As individuals, it's crucial to grasp the skill of critical thinking. It helps analyze information logically, question assumptions, consider different perspectives, evaluate evidence, and draw an informed conclusion. This skill is valuable in various fields, including education and business, as it enables individuals to make clear, reasonable, and focused decisions. Critical thinking helps evaluate evidence, recognize and point out errors, and make sound decisions based on logical reasoning. Combining creative thinking with critical thinking helps generate fresh ideas and innovative solutions to problems. Creative thinking involves exploring new possibilities and coming up with unique solutions that may not have been considered before. Together, critical and creative thinking skills are essential for success in today's world. They enable individuals to make informed decisions, solve complex problems, and come up with innovative solutions. 3. Define and describe metacognition. Using the results from the MAI, what are your metacognitive strengths? Developing metacognitive skills is crucial for successful learning and progress monitoring. It is important to plan effectively, set clear goals, and manage information strategically to achieve greatness. Learning is a lifelong process, and continually developing metacognitive skills is essential for continued growth and success. One of my strengths is breaking down complex information into manageable steps which makes learning and retaining new information easier . When preparing for exams, I find it best to study for an hour every day and take breaks as needed to avoid burnout. Another strength I have is evaluating the learning process and adjusting strategies accordingly. In addition, I also find self-reflection and recognizing one's strengths and weaknesses one of my strengths with this I can better understand my learning styles and change my strategies accordingly. Seeking feedback from others can also be helpful in identifying areas for improvement. 4. Identify and explain the six levels of learning in Bloom’s Taxonomy. Analyze your college learning experiences by describing your strengths and weaknesses across the six levels of learning. The six levels of learning in Bloom’s Taxonomy are remembering, understanding, applying, analyzing, evaluating, and creating. These six levels are in that order from remembering and understanding being simpler, applying and analyzing being more complex and evaluating and creating being the most complex. Remembering is the ability to recall facts, understanding is to explain ideas, applying is the ability to use information in new situations, analyzing is drawing connections among ideas, evaluating is justifying a decision, and creating is producing new or original work. Since I am now taking college classes, my strengths from the six levels of learning would be remembering, understanding, and applying. My weaknesses would be analyzing, evaluating, and creating. I find creating to be the most difficult for me because it is challenging to develop new ideas. Understanding is the easiest for me because I can identify

facts quickly. 5. Define Executive Function. Identify the three functions that work together to perform executive function. Executive function is a crucial set of mental skills that contribute to success in different areas of life. It usually develops during adolescence and involves three functions: inhibitory control, working memory, and mental flexibility. Inhibitory control refers to the ability to stop one's actions and let others take turns, while working memory requires the capacity to remember tasks. Mental flexibility is necessary to adjust to unpredictable situations. By enhancing executive function, one can improve their ability to plan effectively, organize tasks, and regulate behavior. These skills are useful not only in academic and professional settings but also in everyday life. Therefore, it is essential to understand the importance of executive function and work towards improving it. 6. Reflect on your knowledge about learning, thinking, metacognition, and Bloom’s Taxonomy and your college experience. What is helping you learn? What is holding you back from learning? Learning effectively involves thinking skills and metacognition, which means thinking about our thinking. It involves cognitive processes like attention, memory, and thinking, as well as metacognitive processes like planning, monitoring, and evaluating our learning. Bloom's Taxonomy categorizes six skills on different levels, with remembering being the least complex and with creating being the most complex. Something improving my learning is using study strategies like setting goals and monitoring my progress. However, staying motivated is challenging, which leads me to feelings of being overwhelmed or procrastination. Developing a growth mindset and positive attitude toward learning can be beneficial. With the right mindset and effective study strategies, I can overcome obstacles and achieve my learning goals. Engaging in metacognitive activities has been the most helpful for my learning. 7. What are three ways you could improve your learning in the remainder of the semester? Be specific. To succeed in learning, I need to take responsibility for my motivation and overcome obstacles like procrastination and lack of drive. By setting realistic goals and rewarding myself for progress is an effective way to stay motivated. Another way to improve my learning would be to Identify and focus on areas that need improvement; for example, improving my writing skills will help me make progress in my learning. I should find resources and techniques to enhance my abilities in these areas. Seeking guidance from teachers or peers has always been a struggle for me but it can be helpful, even if social anxiety is a problem. I hope to overcome these challenges and attain my learning objectives with determination and organization. Staying motivated and focused is vital to my success in learning.