Meta Cognitive Strategies

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features

The first is here that represents explicit questions and answers which are found in the text. Second hidden represents implicit questions and answers which are implied by the text. The third head represents information that is not in the text, but in the student's background knowledge. Play games with words to increase Jason interest in and understanding of word meanings. Word games may provide enjoyment and motivation. Use semantic feature analysis to help Jason analyze the meaning of specific words while integrating the meanings of new words. Select a category related to the topic being studied. Identify keywords related to the topic. Create words that represent features shared by some of the keywords as headers for each column. Have Jason place a + or - each column across from each keyword depending on whether the word has the feature listed. Have Jason brainstorm words and phrases that are associated with a major concept being studied. Computer technology may assist in developing Jason's word knowledge because it provides capabilities not available in print materials. For example, Web searches may provide immediate access to meanings, illustrations, and multiple contexts for words in online

Research over the years has highlighted the fact that highly proficient strategic readers employ strong metacognitive strategies and have a high degree of cognizance of the reading strategies they employ. To give a quick understanding of metacognition, one can think of it as the ability to take a bird’s eye view as to the processes involved in mental activities—frequently referred to by educators as thinking about thinking (Anderson, 2002, p.23). Because metacognition has proven to be vital to reading comprehension, most quality English as a second language (ESL) programs teach and model reading strategies in order to ensure better reading comprehension. Tools to measure metacognitive awareness are the MARSI (Metacognitive-Awareness-of-Reading Strategies Inventory) or the SORS (Survey of Reading Strategies) inventory. The SORS is intended for use with students who are post-secondary, whether native or non-native. This test is divided into three areas: Global reading strategies (GLOB), Problem-solving (PROB), and Support Reading Strategies (SUP) (Sheory & Mokhtari, 2001). Since academic preparedness in college students, especially international students, can be molded by socio-cultural factors, research as to the impact of culture on metacognition, particularly in reading strategy choice, is of interest. The improvement of reading comprehension for international students through the

Metacognition and metamemory skills continue to increase and the ability to strategize increases. Another surprising change in cognition involves the processing of and memory for text (2006).

Cognitive strategies also enables students to learn skills that will help them understand and organize information through reading strategies such as two column notes, repeat reading study skills, use of imagery and analogies, as well as effective application of clustering, graphic organizers and outlining.

The article’s determination is to offer an observation on the efficacy of story mapping. Story mapping can be utilized as a method of improving reading comprehension among middle and high school students specifically with learning disabilities. Throughout, one can read reviews on twelve story mapping interventions. These special education research-based interventions showcased story mapping intervention from the years 1975 to 2015. The results state that story mapping teaching is effective and increases reading comprehension skills. Particularly, secondary level students with learning disabilities.

The reason why this strategy was selected is because these tools can be used in a modern educational environment to address the most common challenges. It is also helping to show educators and administrators the kinds of tools that can be utilized to improve the effectiveness of learning comprehension inside the classroom. (Roland, 2008, pp. 303 314)

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”

Concept map - brainstorm of reading and writing strategies to include in sequence of learning – alignment of explicit teaching focus and Transformed Practice with curriculum framing should be evident here.

research on this test was suggested. Cognitive Strategy Training (CST) is an approach that patients talk through every steps of their task in order to retain the steps in their memory. It was an internal and external compensatory approach that teach patients how to carry out their ADL activities. The approach was done by talking through what is being done, using picture or instruction cueing, and practicing how to carry out daily tasks. CST shows greater improvement on nontrained tasks even though studies indicated that both groups (trained and nontrained) progressed. There was not much difference between the non- trained and trained tasks. Another study showed the effectiveness of gesture on improving ADL performance. Cognitive Failures Questionnaire

For instance, “In research with experts who were asked to verbalize their thinking as they worked, it was revealed that they monitored their own understanding carefully, making note of when additional information was required for understanding, whether new information was as consistent with what they already knew, and what analogies could be drawn that would advance their understanding” (National Research Council, p.18). I thought it was very interesting how they took notes on additional information and paid close attention to analogies in order to advance their understanding. The experts were able to improve their thinking by using metacognition. “Integration of metacognitive instruction with discipline-based learning can enhance student achievement and develop in students the ability to learn independently” (National Research Council, 2000, p. 21). It is very exciting to see that specific strategies like metacognition for example, are rapidly improving the students’ ability to learn and have the opportunity to improve their learning based on their understanding of what they are thinking. It hasn’t really occurred to me to think about my own thinking and how I process my thoughts. I have heard of metacognition before; however, I have never practiced the use of metacognition in a classroom like I have in this program. It is shinning a light on my thoughts and how I interpret them and use them to further my learning. We have used metacognition in class to express our thinking and our feelings towards past experiences and present experiences. I have a better idea of how my thoughts accumulate and how to improve my learning and understanding by using

I have two major areas of strength, these are transition knowledge, and key cognitive strategies .These strengths make me a better student because, I now as I transition from high school to college I have to be more involved not only in my classes, but in my school .I know that the professors and the students will help me with this transition .My understanding of cognitive strategy is that when I don’t understand a project ,an assignment ,or a lab I can go to books to help me. If this fails I can take advantage of the free tutors, and professors available at my school .

Metacognition provides students with the opportunity to be more mindful and become aware of what they are learning, why they are learning a particular skill, and how they might apply and transfer those skills in various situations. As a school counselor, I feel as though one of my main goals is to help students develop metacognitive awareness of their own personalities, interests, abilities, values, and learning styles. Through the counseling process, I encourage students to really think about their thoughts, feelings, values, and understandings. I encourage them to express their thoughts and feelings and help students discover the root of their concerns and encourage problem solving and critical thinking in order to effectively and efficiently

a student who reads a lot of science fiction novels would almost certainly have problems reading and understanding a scientific text about flora and fauna in the Andalusian countryside, for example. Students will already possess macro skills for reading or listening in their own language and their sub-skills, or micro skills, will differ depending upon their real life experience of them. As these skills are generally subconscious, it is important for teachers to make students aware of this meta-cognitive process, to give them the tools and enable them to use them.

A comprehension strategy that helps students organize their thoughts while reading. There are several formats for this graphic organizer, depending on which aspects of fictional texts are being discussed or taught. A teacher may decide to focus on beginning, middle, or end; or in a more advanced format, focus on the characters, plot, setting, problem, and solution of a story. This strategy is beneficial during and after reading. Students may encounter this strategy individually, in small groups, or as part of a whole group setting (Retrieved from http://www.readingrockets.org/strategies/story_maps)