Metacognitive Behavior Analysis

E. Preview of main points: So today I will tell you about a few staples found in the culture of art students, how I have become involved with it, and how I believe sketchbooks are an integral part of art student culture.

After that I decided I needed to focus more on the content and how to apply the terms rather than just memorizing the definitions. By not doing so well on my first test it really showed me that I need to take into account that I am here at college to learn through ways I will remember not definitions that I will forget once the test is over. During the video the idea that I need to work the most on is my metacognition. There have been several tests that I have taken in the past that I believe I am ready for. I will either find out that isn’t true when I get my test or when I get my grade. When I don’t do well it put me in a bad mood and makes me feel sorry for myself. In reality I am the only one that can change my metacognition. I thought my metacognition was on track, but I have found out that it isn’t, so I will be trying to improve that for my next test. My biggest issue with this is often that I am tired of studying for a test, so I will just say I know it and then I can be done studying. When studying for my next test I plan to start studying a few days before it instead of cramming the night before so then I can evaluate my metacognition the night before the test to see how much of the information I really

Here, their visuo-spatial sketchpad plays a very important role as the students in the Mini Quiz

The definition of the metacognitive processes are such that improvements can always be made. “Thinking about thinking” or understanding one’s own cognitive strengths and limitations, including the factors (both internal and external) that may interact to affect cognition (Flavell, 1979; Lai, 2011). It is an adaptive capacity and skill that can be acquired to meet the changing demands and abilities of the individual through continued developing knowledge about the person, the task and the strategies required (Flavell, 1979). Intervention towards improving daily functioning and working within limitations towards a place of self-efficacy provides possibilities.

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

Pappano reveals, “Creativity moves beyond mere synthesis and evolution and is ‘higher order skill’” (Pappano 2). His explanation emphasizes that students will have advance thinking skills. Schools hope this will lead to a new generation of problem solvers; in other words, the schools promote advancement in society. To achieve this goal, the classes focus on four techniques: clarifying, ideating, developing and implementing. As a result, the students should be able to identify a problem. They plan a course of action to solve the identified problem (Pappano). Similarly, Dan Berrett also believes the purpose of creativity classes is to fix an issue; he states, “Such patterns of thinking train people to use metaphor and analogy to reframe problems, break them down to components parts to view them from a different perspective, and iteratively- this is revising again and again- to find answers” (Berrett 3). He continues to explain that creativity requires abductive logic; abductive logic is based on inference when information is incomplete and has a variety of outcomes (Berrett). Compared to standard education course, the use of abductive logic in these courses can be considered unique; most courses focus on finding the “right answer,” while the creative courses explore the possibility

During work periods Ms. Griest will address various structural, compositional and stylistic issues that arise as the students produce their work. Activities: After the work is produced critiques take place. During critiques students observe and address issues and successes with their peers. Being a strong advocate of of art critiques, Ms. Griest argues that creative criticism is crucial element in the educational journey of a young artist in that it forces growth and allows them to verbalize their thoughts about techniques and execution. Rules: Griest has a number of rules in her classroom to ensure the safety of her students and herself as well as keep the classroom’s environment physically and socially in order . Art classrooms contain numerous materials in them that may be dangerous and/ or expensive. A few of the rules that Ms. Griest enforces in her classroom: Students must have passes to be allowed in the halls. Students must ask for assistance before using certain materials. Students may not enter the kiln room at any

Price-Mitchell, M. (2015, April 07). Metacognition: Nurturing Self-Awareness in the Classroom. Retrieved September 03, 2017, from https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell

     Taberski (2011)  tells us that it is important that students need to go through several meta-cognitive strategies. These strategies will allow students to navigate through text and develop meaning within the text. Strategies should be implemented at a appropriate

Metacognition is the awareness of ones thinking and the strategies that are being used. It enables children to be more mindful of what they are doing or learning and why and how the skills they are learning might be used differently in different situations. According to the text metacognitive development includes three kinds of knowledge: declarative; which is knowledge about facts, rules, or oneself as a learner; procedural is knowledge about how to apply rules and strategies effectively; and conditional which is

As well, the current collected data from the STEM Initiative of the United States Government is reviewed as a contributing factor in the data reported by schools. In conducting many this studies, it was believed that the practice of teaching must include both the quantified features and the quality based information from Brain-based Learning (Slavin, 2012). This means schools have to work harder to align well accepted Human Development information with teaching tasks in order to produce learning environments conducive to meeting the need of multiple types of learners. Researcher suggest that there are four areas of strategically developed metacognitive skills and the ways of functioning connected to all of them that can produce productive learning. Per Friend and Cook (2007), schools must include extensive collaboration and consultation from various fields of reference rather than just on local information. The researchers believe that when individuals are given positive instructional motivation interventions, they will work better to improve this skill. Also, by organizing how learning is practiced and performed within educational systems produces the greatest aspect of systemic brain training

Metacognition can be considered as part of constructivist theory, and can be best conceptualized as “thinking about thinking”. While metacognition began to rise into common usage in the 1970s, there is no agreed upon concept. A lack of a clearly guided conceptual framework, as noted by Winters et al. (2008), creates a confusion of terminology and the lack of a single definition. While there are competing theoretical models and some disagreement over how best to define the term and its constituent parts, it is generally agreed the topic of metacognition is concerned with metacognitive knowledge, metacognitive experience, and metacognitive regulation and monitoring. (Flavell, 1979; Hacker, Dunlosky, & Glaesser, 1998; McCormick, 2003; Zimmerman & Schunk, 2011; McLeod, 1997; Schneider & Lockl, 2002; Cross & Paris, 1988; Flavell, 1979; Paris & Winograd, 1990; Schraw & Moshman, 1995; Schraw et al., 2006; Whitebread et al., 1990).

When utilizing art in the classroom, students can express their creativity. In classrooms with conventional lessons, children fill out notes and worksheets, which creates little room for individual expression. Most worksheets make the students write down one specific answer to obtain full credit. Contradictory to the conventional homework

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

My first official sketchbook was from my friend’s birthday party. Being the amazing person that she was and still is, she made each of us favor baskets. Inside each basket was a 6-inch by 8-inch fifty-sheet sketchbook. Before, I’d only drawn in a common composition notebook, but now I was working in the “professionals’ zone”. I couldn’t waste any of this fancy drawing paper. Each page would be filled with my masterpiece of the day, displaying an off-proportion, badly-shaded, front view of an emotionless face. Looking back on these “masterpieces,” they were really bad. But that’s why I kept drawing! Because they sucked! That’s why when I ran out of pages to artistically vomit on, I bought a new, fancy, 9-inch by 12-inch one-hundred-page sketchbook. So, I drew more and more and