Metacognitive Strategies
- 1. Metacognitive Strategies that Teachers can use to develop METACOGNITION in students
- 3. Monitoring one's own knowledge and behavior, learning, thinking Dyad monitoring, peer/buddy/accountability partner 1. Monitoring
- 5. TQLR Tune in. get students ready to learn; Motivation, before motivation of lesson; Get students’ attention To trigger awareness Question. not given by the teacher, but also from classmate; Goal is to awaken or spark interest T Q
- 6. TQLR Listen. Intently listen; ask question to find out if they can answer Remember. Remembering is not memorization but technique work at desperate times; Just make sure you understand what you are saying or talking about L R
- 7. PQ4R Preview Question preview, compare on book, movie Scan, not read thoroughly some questions are hard to answer give questions about other interests, they can recall fast
- 8. PQ4R Read Recite do not highlight the book, cannot focus because you are distracted of the colored parts explain ideas or concepts in your own words
- 9. PQ4R Review Reflect go back to topics you may find difficult and read again to open your mind and comprehend better ask questions to reflect be honest about what you really learned think of ways on how you can apply the learning, not only in classroom but also for life.
- 10. 3. Make predictions 4. Relate ideas to existing knowledge 5. Develop good questions, ask about current events or what's going on around them to prompt reflections 6. Make sure you did everything first to deal with your problem before you ask others for help
- 11. transfer knowledge, attitudes, values, skills to other situations, tasks or apply to other complex/complicated problems 7. Application
- 12. Difference Novice Learner Expert Learner continuously improve how they facilitate their own learning fail to improve how they facilitate their own learning
- 13. Difference Novice Learner Expert Learner frequent application of metacognition underdeveloped strategies for metacognition; ineffective, misuse of metacognition
- 14. Difference Novice Learner Expert Learner more aware of learning process, they monitor learning and adjust strategies for effectivity not taught and not encouraged to apply metacognition
- 15. Difference Novice Learner Expert Learner have deeper knowledge have limited knowledge in different subjet areas
- 16. Difference Novice Learner Expert Learner takes time to understand the problem, evaluate, analyze the problem and generate solution to problem do not go beyond problem; hurriedly gives solution to the problem
- 17. Difference Novice Learner Expert Learner design and think own strategy when faced with a challenging task employ strategies that are not appropriate to the task
- 18. Difference Novice Learner Expert Learner selective of information to which to process; breakdown information according to its importance attempt to process all information received
- 19. Difference Novice Learner Expert Learner mindful of errors, put effort to finalize and ensure quality of work/output rush work, not sure of quality of output; did not seek revisions
- 20. Question Time