Meta-Cognitive Process

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

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.

Metacognition refers to “ thinking about what you are thinking”; the audiences are the ones you want to persuade or to educate. In outcome one, the writer needs to form a metacognition of the use of language in different writing contexts, which requires the writer has a clear understanding of who the audience is so that various aspects of writing will be formed accordingly. Keeping whom the audiences is an important aspect of writing because it determines how the arguments would be delivered in each piece of writing. Hence, the writer should consider the audiences’ needs in the background information provided, the frequency of terminology used, the tone, the style, the word choice and the content. More importantly, having a specific audience

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

In addition, metacognition allow children to succeed by developing cognitive self-control. Self-control empowers children it helps them maintain their emotion through sheer power. In chapter 3, Tough introduce Jonathan Rowan, author of "The Seven Deadly Chess

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. This process of thinking allows for one to learn on one’s own as “the most effective self-learners are self- regulating” (Taylor). Furthermore, numerous studies

Self Regulated Learning is a component of of the Diagnostic Assessment and Achievement of Colleges. The purpose of Self Regulated Learning is to identify your strengths and weaknesses as a learner. Using the report generated from the quiz can help you become a better student by identifying areas that may need work. The report covers meta cognition which is being aware of your thoughts and how you approach learning, strategies which evaluates your procedures used to enhance your learning,and motivation which is your desire to do something.

Metacognition and metamemory skills continue to increase and the ability to strategize increases. Another surprising change in cognition involves the processing of and memory for text (2006).

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

I believe that a metacognitive reader is able to decode and ask questions about a text. Teachers can encourage students to be metacognitive while reading by modeling, giving the students a question to answer while listening to a text, or simply asking the students to predict the next event. There are several ways to encourage students to use metacognitive thinking during reading. However, I believe that one of the most effective ways of sparking this form of thinking is by giving the students the option to read texts that spark their interests. Allowing this “text freedom” would motivate them to question what they are reading, and that is the essence of being a metacognitive reader.

We do use metacognition, to helps us understand by weighing it against existing knowledge and asking questions. For example, does this new information correspond with my existing reasoning, morals, knowledge, etc. Is the information useful, or does it have value?

Metacognition provides students with the opportunity to be more mindful and become aware of what they are learning, why they are learning a particular skill, and how they might apply and transfer those skills in various situations. As a school counselor, I feel as though one of my main goals is to help students develop metacognitive awareness of their own personalities, interests, abilities, values, and learning styles. Through the counseling process, I encourage students to really think about their thoughts, feelings, values, and understandings. I encourage them to express their thoughts and feelings and help students discover the root of their concerns and encourage problem solving and critical thinking in order to effectively and efficiently

The theory that I choose is cognitive, another metacognitive strategy that teachers can use to help students learn new information or skills is the reminder device. To influence students to make connections to a realistic situation and identify patterns is a great way to practice their critical thinking skills. Ask students to always be on the look for these connections, and when they find one to make sure they tell me. Compare and contrast number patterns, letters or have student to read two different stories and tell the similarities are difference will help student to use their thinking skills more. Also, students

In “A Topical Approach to Lifespan Development”, written by John W. Santrock, metacognition is defined as “thinking about thinking or knowing about knowing” (p. 222). Metacognition is very important aspect of learning and development.

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