Gucci Mane: a Thug Life

Metacognition is the ability to understand the learning process of not only yourself, but the ones around you. Having this understanding allows you to convey information in a much more effective manner. Understanding the way I learn is important to the way I can approach problems and solutions. These issues and answers develop in many forms. Much like how an artist develops a process of completing a master piece, I can develop the tools to understand and learn in any situation, job, or

Encouraging students to monitor their own comprehension would make teaching more effective: Monitoring is a good way to help students know if they understand the text. The teacher who encourages students monitor their own comprehension will find students’ question

Reading: Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.( 134 USDOL)

Metacognition is basically when you are aware and understand you own thought roccessIn the movie Princes bride, there is one scene where two characters named Westley and Vizzini and the ne character Vizzini shows a really great example of being metacognitive. In this scene, the one character Westley challenges Vizzini to a “Battle of wits”. When Vizzini agrees Westley takes out two wine glasses both full of wine and tell Vizzini that he had just put poison powder into one of the wine glasses and the challenge is for Vizzini to drink from one of the wine glasses that he believes doesn’t have poison in it. The only problem is there is a little bit of poison in both wine glasses and Westley thought ahead because he knew that he was immune to the

themselves on the same mental level as the readers in order for them to understand the overall

Education is an essential indicator of success in the 21st century, students need to be acquiring skills that prepare them for the demands of the real world. Despite the mandating of high-stakes standardized tests, teachers can align their goals with higher order thinking to develop students’ cognition, problem solving abilities, and critical thinking initiatives. Cognitive development is a crucial element of a student’s success, which can be enhanced through metacognitive awareness. Implementation of Bloom’s taxonomy into instructional planning can guide educational practice such that students develop a range of cognitive skills. Essentially, the main goal of education is to prepare students for success in the real

AB also began “reading like the character” during a few shared readings. For example, AB read “Awe Puppies” and “ARGHHHH” with emotion when reading The Pigeon Wants A Puppy. When reading like the character, AB was able to take the character’s perspective of the story. AB also would often predict what would happen in the story. For example, AB predicted that the main character in Froggy Plays Soccer would use his hands to make the soccer goal. This prediction was true and the main character did use his hands to score in soccer, which resulted in a penalty. At times, the client would make predicts that were not true. When this occurred, the client would typically comment on what did occur in the story. AB also used background knowledge to make meaning out of the text. For example, AB stated, “porridge is kinda like oatmeal”. In this case, AB related porridge to oatmeal to make sense out of the text. Overall, AB engages well with certain types of text. As the text becomes more complex, AB benefits from the assistance of a more competent reader to help him make the connections needed to understand the

Academic reading is one of the most essential tools in college. It shows us (as students) that we can read for pleasure, but at the same time read to gain knowledge in subjects we did not know before. On page 41 in the book Curious Writer it shows a diagram of purpose and examples of questions that readers’ may have when reading I have used it before and it works because it lets the reader think in a more broader perspective, generate more questions, and find the answers to those questions (aside from the examples’ the book provides). Even when you read (pg. 43, topic Beliefs About Reading) sometimes the text it can make you question or rethink your original beliefs that the reader may have before.

This activity supported Torionne’s need to realize that reading is a meaning-making process by checking her comprehension of the passage she read.

She also has developed a comprehension checking mechanism by watching body language, quickly alter words or reference an online translator to reach shared understanding. Continuation of this process is encouraged to promote vocabulary building and word

Focusing on reading comprehension by having the child fill-in-the blank for various questions regarding understanding of previously read materials;

One strategy would teach Jason to connect a new vocabulary word with a keyword and then to make a mental picture of that keyword. For example, to learn the new word apex, Jason can picture an ape sitting on the top of a mountain. Another intervention would teach Jason to make mental pictures of what he is reading in addition to carefully studying any visuals included in text. An example of meta-cognitive strategies working on skills in comprehension monitoring, self questioning, paraphrasing and summarizing, sequencing and obtaining main ideas. A five step self questioning technique may be directly taught to Jason across multiple days to improve the comprehension of what he reads. The five question self statements apply to chunks of text, may be placed on a note card for use as a prompt, and include the following 1- what are you studying this passage for?; 2- find the main ideas in the paragraph and underline it or them; 3- think of a question about the main idea you have underlined; 4-remember what a good question should be like; 5- always look back at the questions and the answers to see how each susses I've question and answer provide you with more information. During the intervention, Jason writes and reviews responses to these questions, statements with corrective feedback by a

of remembering certain aspects of the reading in question and, therefore, takes place before the performance of such tasks as

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge

The Metacognitive Awareness Inventory (MAI), established by Schraw and Dennison (1994) was used to measure metacognitive awareness of the participants. It contains 52 items which measures different aspects of metacognition. Items of MAI are in two sets: "Knowledge of Cognition" and "Regulation of Cognition". Seventeen objects of the MAI measure knowledge of cognition, and the remaining thirty five items measure regulation of cognition. The answers are based on true and false scale. The participants are supposed to reply the objects in 30 minutes. Different studies have supported the suitable reliability and validity of the instrumentThe validity of the this instrument has been reviewed and validated by Schraw and Dennison (1994) who performed