11. learning strategies & metacognitive processes maybelle de leon
This document discusses cognitive and metacognitive learning strategies and processes. It defines cognitive strategies as those that can be applied directly to learning problems, like paraphrasing or outlining, while metacognitive strategies include recognizing what strategy is needed, selecting strategies, and assessing strategy effectiveness. It then outlines Schumaker and Deshler's 8-step instructional sequence for teaching learning strategies to students. Finally, it discusses specific metacognitive strategies like imagery, elaborative interrogation, acronyms, summarizing, and the keyword method that can enhance memory, and argues the top three reasons for explicitly teaching metacognitive strategies are to develop deeper text understanding, higher-level thinking, and self-directed learning into adulthood.
11. learning strategies & metacognitive processes maybelle de leon
- 1. Republic of the Philippines Tarlac State University College of Education Lucinda Campus, Tarlac City Summer 2014 Chapter III: Cognitive and Metacognitive Factors of Learning Topic: Learning Strategies and Metacognitive Processes Submitted by: Maybelle T. De Leon BSED 1D-1 (Sched 4) Submitted to: Mrs. Felicitas Quilondrino Professor
- 2. Learning Strategies 1. Cognitive Strategies - are those strategies that can be applied to learning problems, such as paraphrasing, re-reading, estimating, outlining, or guessing from text. 2. Metacognitive Strategies - include recognizing the strategy is needed, selecting strategies, memorizing or rehearsing strategies, and assessing the helpfulness of the strategies. Schumaker and Deshler (1992) developed and validated an instructional sequence of steps for teachers to use in teaching various learning strategies to students. These are: 1. Pre-test: Measure students’ skill prior to training and their commitment in learning. 2. Describe: Explain the steps of the strategy, where the strategy can be applied, and how the strategy will be beneficial to students. 3. Model: Demonstrate how to use the strategy by “thinking aloud” while applying the strategy to content material. 4. Verbal Practice: Students memorize the strategy steps and key usage requirements. 5. Controlled Practice: Ensure student mastery of strategy using simplified materials in controlled settings. 6. Grade- appropriate practice: Ensure student mastery of the strategy of situations similar to those in the students’ general education classrooms. 7. Post-test: Measure students’ skill following training. 8. Generalization: Help students apply strategies in general education to non- academic settings. In addition, mnemonics are also helpful, in helping students remember strategies. Strategies for enhancing memory: Imagery. One of the most common and useful methods of remembering information is to use mental imagery. Elaborative interrogation. Elaborative interrogation is a simple strategy to enhance memory for facts.
- 3. Acronyms. An acronym is a series of letters that spell a word (or something like a word) with each letter in the acronym representing another word. Summarizing. Summarization is one strategy that has been demonstrated to enhance memory for main ideas. Keyword Method. The keyword method is a well-researched mnemonic that has been clearly demonstrated to enhance memory for definitions of scientific words, foreign language vocabulary, and associating an object with its attributes. The truth is, most students are unaware of the metacognitive process. With that in mind, consider the following three main reasons to teach metacognitive strategies. 1. To develop in students a deeper understanding in text 2. To take students' thinking to a higher level 3. To steer students into adulthood