Day 12: Metacognition and Self-Regulation

Question 1

Metacognition

Answer 1

• “Thinking about thinking” (Flavell, 1979)
• “Monitoring and control of thought” (Martinez, 2006)
• Cognitive process, not a theory
• Includes: Planning, Monitoring, Reflecting, Evaluating

Question 2

Metacognitive Knowledge

Answer 2

• Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place
  
  • Person knowledge
  • Task knowledge
  • Strategy knowledge

Question 3

Person Knowledge

Answer 3

• Understanding your own capabilities
  
  • Strengths
  • Weaknesses
  • Personal accommodations

Question 4

Task Knowledge

Answer 4

• How we perceive the task
• In terms of: Difficulty and Relevance
• Changes as children age

Question 5

Strategy Knowledge

Answer 5

Awareness of the strategies that we can use to improve our learning as well as when and why to apply them

Question 6

Example of person/task/strategy knowledge

Answer 6

“I know that I (person knowledge) have difficulty with word problems (task knowledge), so I will answer the computational problems first and save the word problems for last (strategy knowledge)

Question 7

From Info Processing Theory

Answer 7

• Declarative: “that” it exists
• Procedural: “how” to do it
• Conceptual: “why” do it
• Episodic: “when and where” to do it

Question 8

Metacognitive knowledge in similar terms

Answer 8

Conceptual and Episodic are conditional

Question 9

Metacognitive Knowledge

Answer 9

• Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place
• 3 types
  
  • Declarative Knowledge
  • Procedural Knowledge
  • Conditional Knowledge

Question 10

Declarative Knowledge

Answer 10

• Declarative statement= “just the facts”

- The “meta”: aware that you possess the knowledge

Question 11

Procedural Knowledge

Answer 11

• Procedure= How to

- The “meta”: Being aware of that process

Question 12

Conditional Knowledge

Answer 12

• Conditional: Knowing when/how to use knowledge

- The “meta”: Being aware of when to apply knowledge

Question 13

Metacognitive Strategies

Answer 13

Purposeful act of attempting to control our cognitive processes to help us learn or accomplish our goals

 - Goal setting/planning
 - Monitoring
 - Affecting
 - Evaluating

Question 14

Planning

Answer 14

Determine your goal

• What am I trying to accomplish
• What level of performance do I want to achieve?

How will you reach it

• What strategies do I need to use?
• Timelines/Benchmarks?

Question 15

Monitoring

Answer 15

Assessment in action

• Self-questioning
  
  • Do I understand this?
  • Can I explain this to someone else?

Self-testing

• What have I learned so far?
• What do I still need to learn?

Question 16

Affecting

Answer 16

Using what you’ve learned to change strategies

Question 17

Evaluating

Answer 17

Examine your outcomes

• Were your strategies effective?
• Would you change anything for the future?

Feedback at this stage is important

Question 18

Issues

Answer 18

• People are generally inaccurate about what they will remember and how much they understand
• Learners are overconfident about what they can recall
• When cognitive load increases, metacognition suffers

Question 19

Examples of Metacognition in the Classroom

Answer 19

• Recognizing when you don’t understand something
• Knowing how best to organize your notes to facilitate your own learning
• Knowing how to study so you will learn and remember the material
• Knowing your reading strengths and weaknesses

Question 20

Self-Regulation vs. Meta-cognition

Answer 20

• Metacognition: Thinking about your own actions, motivatins, and thoughts
• Self-regulation: Controlling your own actions, motivations, and thoughts

Question 21

Self-Regulation

Answer 21

Self-regulated learners:

• Set goals
• Plan an approach
• Control their attention and effort
• Use effective strategies
• Monitor their progress
• Self-evaluate and self-reflect
• Zimmerman’s (2006) Model

Question 22

Self-Regulation is related to…

Answer 22

• Motivation/Engagement
• Perceived control
• Goals/Values
• Self-Efficacy
• Metacognition

But learners need…

• Opportunities to learn self-regulatory skills
• Contexts in which to practice self-regulation

Question 23

Self-Regulation and Social Cognitive Theory

Answer 23

• Cyclical process of evaluation and choice
• Social environment and observations of others help us to set standards and goals
• Self-efficacy also plays an important role

Question 24

Self-Regulation and Constructivism

Answer 24

• Knowledge is constructed by the learner
• Focus on sociocultural influences
  
  • Development of higher mental functions (such as self-regulation) through interactions with others and tools within a social system
    
    • Moves from other-regulation to self-regulation

Question 25

Self-Regulation Information Processing Theory

Answer 25

Focus here is on the use of learning strategies like:

• Rehearsal
• Elaboration
• Organization
• Comprehension Monitoring
• Affective Techniques

Question 26

Self-Regulated Steps

Answer 26

• Analyze
• Plan
• Implement
• Monitor
• Modify

These strategies are not domain or context-specific. They can and should be transferred

Question 27

Developing Self-Regulation Skills

Answer 27

• Teaching metacognitive and self-regulation strategies
• Modeling strategies
• Helping individuals set goals and evaluate progress towards their goals
• Providing specific feedback about progress
• Allowing individuals time to reflect on feedback and progress

Question 28

Mischel’s Marshmallow Test

Answer 28

• Executive Control

- Children who exhibited self-control in the experiment were shown to be more successful later in life

Question 29

Metacognition and Self-Regulation: How are they different?

Answer 29

Metacognition

• Thinking about thinking
• Awareness
• Knowledge (3 types)

Self-Regulation

• Controlling cognitive activities
• An active process
• Involves practice

Both

• Self-awareness
• Intention to act