An Understanding Of A Concept Integrates Cognitive And Metacognitive Skills

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.

Most of the units I teach are available in E3 or L1, so I will differentiate between the students as to what level they work at As I frequently have a number of foreign students speaking very little English when they join, I must remember to include LA1.3, LA1.6, LA2.1 and LA2.3 & .4. At the reviews the Functional skills tutors will feed in literacy and numeracy problems and goals to be addressed during the month, these I need to include in my lesson planning eg L needs to develop spelling and punctuation skills, so when planning the next lesson, I look to see if I can incorporate something to build on these eg word searches, or reminding him to be careful with punctuation in his writing. The student in the Initial Assessment (A) needs help and support with reading and writing, so a support worker needs to be written into every session plan to help. In many of the units I teach, class participation in discussions are expected and I must express myself clearly LS1 , LS2, LS3, LL1. I must plan my lesson carrying out LR1 & LR2. Embedding numeracy in a non maths lesson can be tricky, but in session (D) researching a flat and tenancy (IT) students had to work out much they would pay out to rent a flat (rent plus deposit etc) and in (E) designed a bedsit, incorporating measurements. Above all when planning a session I must produce a lesson that considers the subject content and criteria, it must be relevant

Metacognition is defined as “thinking about thinking”. Metacognition consists of two components: knowledge and regulation. Metacognitive learning includes knowledge about oneself as a learner and the factors that might impact performance, knowledge about strategies, and knowledge about when and why to use strategies. Metacognitive regulation is the monitoring of one’s cognition and includes planning activities, awareness of understanding and task performance, and assessment of the efficacy of monitoring processes and strategies. Metacognition also improves with suitable instruction, with experimental evidence supporting the notion that students can be taught to

“Once a student has reached the point of knowledge transformation they are using critical thinking skills.” Hodges (2015). Looking back to when I was in grade school as long as we could score a good grade on the test, it didn’t matter if we remembered the material or not. Very rarely did the teachers ever make a big deal about applying the knowledge that we were getting. I believe that students retain the knowledge better by applying it and committing it to their long term memory. I wish that there was more emphasis on applying knowledge when I was growing up as there is now. It will be my goal when I become a teacher to do my very best to encourage my students and give them the tools to apply the knowledge they are learning throughout the school

I am writing this memo to illustrate how I met the meta-cognition knowledge outcome. I will evaluate all of my papers by assessing how I fixed my work, and what I did to improve them. I will be taking specific elements out of my papers and reflecting upon them by looking for content elements and my application of delivery skills.

Analysis of the three identified stages stated on the lesson planner shall take place within this assignment. Links will be shown between the teaching methods that were incorporated in this lesson planner which met particular learning characteristics, traits and needs of the group or an individual(s) and relevant educational and theoretical principles. The lesson planner has been placed in the appendices, as a referral resource, for this assignment.

Metastrategic and metacognitive are important because they provide an explanation to as to why cognitive development occurs or fails to occur. Additionally the metacognition development has laid foundations for contemporary theories of learning

Cognitive skills and the student’s abilities’ alone cannot account for individual’s learning. Other factors such as motivation and self-regulation play a role in the students learning as well. This cognitive approach leads to self-regulation learning. This learning process places emphasis on the student being proactive in developing their learning skills. The learner sets their goals, develop their own learning strategies, monitor and modify their progress when needed (Schunk, 2006). In order for this learning process to be effective, the student has to be motivated and committed to accomplishing their goals. The more the learning is invested in the process, the more effective learning becomes. This is critical to the learning process.

This could be interpreted in an easier way to understand such as not just throwing words on a page. Learning how use metacognition is a major step in learning how to write good essays because it shows you are actually thinking and putting in the effort to show you took time to understand the topic being written about. “Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning,” says Marcus Conyers who is a co-developer of graduate degree courses focused on applications of education, mind, and brain science. Many teachers have said that learning cognitive and metacognitive strategies offers them tools to “drive their brains”

What the learning theories tell you about different ways to help learners learn most effectively

An influential method for guided instruction includes questioning in order to check for understanding, prompting to assist students’ cognitive and metacognitive processes and processing, cueing to modify students’ interest to concentrate on certain information, inaccuracies, or misunderstandings as well as explaining and modeling when students lack adequate information to accomplish such tasks (Fisher & Frey, 2010, p. 6).

The awareness of knowing what learning styles are effective and ineffective, shaping learning styles for particular circumstances, knowing one’s prior knowledge state, and effective strategies for retrieval and thinking in context are essential for students to have when it comes to learning (Ormrod p. 348). For students this could be a complex process, which is shown to be uncommon. When failing to recognize incompetence, as learners, students are unfamiliar with ways to play material into context, lacking the ability to draw on prior knowledge, or even critically question what they have read. This failure to realize their own abilities, can be improved by not only improving metacognitive skills but all building upon skills that gear towards self-regulated learning, which vary from goal setting, self-motivation, self- evaluation, to self-reflection (p. 351). Since poor performers are more likely to be unaware of their lack when it comes to metacognitive skills. Knowing one’s lack of competence can improve even with studying, students can know and identify places of weakness and know where to spend more time when it comes to certain

Learning is on a continuum that does not stop but constantly changes and develops for both teachers and students. Learning is more than memorizing facts; it is about

Nelson and Narens (1990) conceptualized metacognition into a basic framework as operating at two interrelated levels summarized in Figure 1 below: the objective level (i.e., information about one’ own cognitive capabilities, as well as understanding how, when and why to use strategies and allocate cognitive resources) and the meta-level (i.e., the regulation aspect of learning).

The first step was writing the lesson plan that aligned with the standards, goals, and objectives of the lesson. As seen in Article 10, the lesson plan was the first step in considering the details of the lesson including thinking about the content and its presentation in a relevant and engaging manner, designing activities that engaged students directly with exploring the content and creating based on their knowledge to promote additional interaction with the materials. Furthermore, the planning stage is where I am able to think about ways to differentiate my lesson for students and think about scaffolding instruction