Ignorance Of Competence

In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your

I recently read in the book ‘Skills for Success’ by Stella Cottrell, that you need to take responsibility for your own learning and recognise your own learning preferences. This is a valuable thing to pick up on as being able to recognise how you learn best can help you complete a task to your best ability, and taking responsibility for you own learning rather than replying on others shows what a resourceful worker you can be. After reading this I realised the best

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

From an early age, it is drilled into our heads: Restlessness, distraction, and ignorance are the enemies of success. We’re told that learning is all self-discipline, that we must confine ourselves to designated study areas, turn off the music, and maintain a strict ritual if we want to ace that test, memorize that presentation, and create writing assignment.

Current political discourse promotes the concept that all students when leaving school will have achieved an acceptable level of education in order that these students will survive and prosper in society. Subsequently their life choices and career directions will be determined by their ability to gather and interpret relevant information. To achieve this educators are required to teach the appropriate cognitive and metacognitive skills, so that individuals can extract and understand the information they require from any text, (Rowe, 2005).

David Dunning’s mastery of the art of persuasive writing is clear in his essay “We Are All Confident Idiots.” He proposes that wisdom is inherently different from knowledge, and the more we think we know, the less we actually do. His argument is clear and driven, and backed up with examples and insurmountable evidence. His use of diction and tone amount to a sophisticated and reliable case for his claim: those with the most confidence in their ability possess the least actual skill.

“Once a student has reached the point of knowledge transformation they are using critical thinking skills.” Hodges (2015). Looking back to when I was in grade school as long as we could score a good grade on the test, it didn’t matter if we remembered the material or not. Very rarely did the teachers ever make a big deal about applying the knowledge that we were getting. I believe that students retain the knowledge better by applying it and committing it to their long term memory. I wish that there was more emphasis on applying knowledge when I was growing up as there is now. It will be my goal when I become a teacher to do my very best to encourage my students and give them the tools to apply the knowledge they are learning throughout the school

During my time at Fullerton College, I have come to realize that every student has their own unique way to achieve their goals, whether it is to cram down tons of information before the day of the exam, highlight each section in their textbook, or receive support from the tutoring center. These tips are useful to most students, but for me I have come to learn that I have the capacity to learn two ways: reading the material until I have a eureka moment, or work the problem step by step until each component makes sense to me. Unfortunately, for me to have acquired this, I had to learn from trial and error, each course I would try something new and see if I could keep applying the same method for upcoming courses. Some would work, and others would

However, Foley (1996) demonstrates that there may be cultural misunderstanding in the classroom between minority students and teachers. It is easy to judge an individual without knowing their culture. However, when teachers simplify how minority students differ to what is considered normal also shifts the blame to the students. As TK states, the English learning classes hurts more than helps the students. As Ladson-Billings (2004) states in the following quote, “Whenever [teachers] seem not to be able to explain or identify with students, they point to students’ culture as the culprit.” What TK argued in the interview resonates strongly with this. If only the classes were more inclusive to minority students, as Foley (1996) demonstrated with the Meskwaki children, maybe they would find more

The reason this research was created was to understand how teaching strategies really do impact English and reading comprehension. Coming up with a perfect strategy for students to reach comprehension in reading and English is not an easy task, but it can be done. “Whenever teachers are faced with the problem of students who do not have adequate comprehension skills, they need to be able to train those students to use metacognitive strategies; otherwise, these students will continue to read texts emphasizing only words and not meaning” (Ahmadi & Gilakjani, 2012, para. 1). This is where the different types of learning styles take place. Once teachers recognize what learning style each student has, doors will open for the teachers so that they can easily reach out to those who seem to struggle more with others. Metacognitive strategies work just as well. It is most important to see where students are at with their academics. This can define their strengths and

As a society, we are confined to imperfection. Every principle of our perfect dystopia isn't always going to concur with the rest. The problem arises we have no impulse to resolve the quandary, especially when it only affects the minority and the majority are oblivious. Societal problems are caused by our ignorance, thus, making ignorance our biggest societal dilemma. Ignorance can be represented in many ways, but in my assessment, the most ubiquitous forms fit into three categories of which id prefer to call selective ignorance, common ignorance, and opportune ignorance. These categories are hardly a fraction of the extent true ignorance goes to, nevertheless the best way to retaliate is to promote understanding, venture into the unfamiliar and become acquainted, promote humanity, these are characteristics that are seldom shown in such a close-minded society.

During week one, my initial definition of learning was listening to an instruction, studying and then rehearsing that information in my mind, or categorizing it in a way so I could remember most of what was taught in the course. The class has opened a new dimension for me in the learning process; from understanding how I process information to deciphering which learning processes I use in intentional learning or metacognition. Understanding my learning patterns form dynamic learning relationship is a key element to my view of how and why I process the learning experience, even relating it to every day life.

Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learned and know from experience, I have also devised a structured plan for improvement of time management and study skills.

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

Ignorance in societies can lead to violence. Ignorance is the lack of knowledge, and many people can be ignorant on purpose or they can be ignorant without even knowing it. When people are ignorant they can only see a topic from one point of view. If there are different countries that are both close-minded and ignorant then they will have different opinions on the subject and will fight in order to prove their point.