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Duane Sharrock

Metacognition: An Overview - 7 views

gse.buffalo.edu/...metacog.htm

thinking about thinking Cognitive Strategy Instruction Flavell regulation planning strategy metacognition mindfulness infotention learning sternberg CSI

shared by Duane Sharrock on 12 Oct 12 - Cached
  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
  • "Metacognition" is often simply defined as "thinking about thinking."
  • While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
  • ...14 more annotations...
  • Most definitions of metacognition include both knowledge and strategy components
  • According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
  • These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • What is the difference between a cognitive and a metacognitive strategy?
  • Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
  • Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
  • Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
  • Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
  • Cognitive Strategy Instruction
  • Cognitive Strategy Instruction
  • Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors.
  • CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
  • Duane Sharrock on 12 Oct 12
     
    "According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
  • Duane Sharrock on 12 Oct 12
     
    Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
Shari Sheppard

The Air Force Bake Sale - 0 views

www.hertzfurniture.com/...air-force-bake-sale

education school funding teacher reputation

shared by Shari Sheppard on 14 Mar 12 - No Cached
  • Shari Sheppard on 14 Mar 12
     
    Bumper sticker noticed on the back of a van: It will be a great day when schools have all the money they need and the Air Force has to run a bake sale to buy a bomber. Now, don't get me wrong. I have nothing against the Air Force, and bombers, when used against the right people, can right some of the world's wrongs. But the point of the bumper sticker is still cogent. Why do schools have to struggle to fund their programs while millions are doled out to other causes?
M Jesús García San Martín

It's my party and I'll cry if I want to - 0 views

recursostic.educacion.es/...arty-and-i-ll-cry-if-i-want-to

ESL Inglés Primaria Recursos TIC

shared by M Jesús García San Martín on 02 Feb 12 - No Cached
  • M Jesús García San Martín on 02 Feb 12
     
    Recopilación de unidades digitales interactivas listas para celebrar todo tipo de fiestas, eventos, tradiciones y demás festividades. Clasificadas según el ciclo de Primaria al que van enfocadas, te dejo un breve resumen de cada una para que elijas la que más te convenga en cada momento según la celebración. Todas estas unidades didácticas digitales interactivas están diseñadas con la herramienta de autor MALTED, y para verlas correctamente en tu equipo debes tener instalado Java y el plugin Malted Web 2.0.
Michael Walker

The Nerdy Teacher: Knocking Down Walls With Van Meter - 17 views

www.thenerdyteacher.com/...down-walls-with-van-meter.html

break down the walls collaboration creativity learning iste10 vanmeter

shared by Michael Walker on 14 Aug 10 - No Cached
  • Michael Walker on 14 Aug 10
     
    Collaboration between teachers after discussion at ISTE. I'll use this as a jumping off point at a "Teaching Beyond the Classroom Walls" workship I'm giving.
Julie Lindsay

Journal of the Research Center for Educational Technology - 0 views

www.rcetj.org

educational technology mobilecomputing multimedia professionaldevelopment research

shared by Julie Lindsay on 18 Apr 08 - Cached
  • Julie Lindsay on 18 Apr 08
     
    Mark Van 't Hooft, Kent State University
Vicki Davis

Life: Teacher stood up to drug dealers, hookers | carol, school, students, carden, teac... - 0 views

www.ocregister.com/...tudents-2046434-carden-teacher

all_teachers education inspiration

shared by Vicki Davis on 23 Aug 08 - Cached
  • Vicki Davis on 23 Aug 08
     
    Inspirational story about Carol Van Asten who took back her school from Crime.
  • Vicki Davis on 23 Aug 08
     
    Inspiring story about a teacher who took back her school from crime.
Deron Durflinger

Niall Ferguson: How American Civilization Can Avoid Collapse - The Daily Beast - 4 views

www.thedailybeast.com/...zation-can-avoid-collapse.html

History collapse ferguson america US education skills pay vanmeter van meter

shared by Deron Durflinger on 03 Nov 11 - No Cached
  • “killer applications
  • Competition
  • The Scientific Revolution
  • ...29 more annotations...
  • Modern Medicine
  • The Consumer Society
  • The Work Ethic
  • The Rule of Law and Representative Government.
  • these killer apps were essentially monopolized by Europeans and their cousins who settled in North America and Australasia
  • the great divergence
  • They also grew more powerful
  • 20th century, just a dozen Western empires—-including the United States—controlled 58 percent of the world’s land surface and population, and a staggering 74 percent of the global economy.
  • tendency of Western societies to delete their own killer apps.
  • But there is a second, more insidious cause of the “great reconvergence,” which I do deplore—and that is the
  • Ask yourself: who’s got the work ethic now? The average South Korean works about 39 percent more hours per week than the average American. The school year in South Korea is 220 days long, compared with 180 days here. And you don’t have to spend too long at any major U.S. university to know which students really drive themselves: the Asians and Asian-Americans
  • Yet life expectancy in the U.S. has risen from 70 to 78 in the past 50 years, compared with leaps from 68 to 83 in Japan and from 43 to 73 in China.
  • On no fewer than 15 of 16 different issues relating to property rights and governance, the United States fares worse than Hong Kong. Indeed, the U.S. makes the global top 20 in only one area: investor protection
  • The future belongs not to them but to today’s teenagers
  • The latest data on “mathematical literacy” reveal that the gap between the world leaders—the students of Shanghai and Singapore—and their American counterparts is now as big as the gap between U.S. kids and teenagers in Albania and Tunisia.
  • Yet statistics from the World Intellectual Property Organization show that already more patents originate in Japan than in the U.S., that South Korea overtook Germany to take third place in 2005, and that China is poised to overtake Germany too
  • the United States’ average competitiveness score has fallen from 5.82 to 5.43, one of the steepest declines among developed economies. China’s score, meanwhile, has leapt up from 4.29 to 4.90.
  • Perhaps more disturbing is the decline of meaningful competition at home, as the social mobility of the postwar era has given way to an extraordinary social polarization. You don’t have to be an Occupy Wall Street leftist to believe that the American super-rich elite—the 1 percent that collects 20 percent of the income—has become dangerously divorced from the rest of society, especially from the underclass at the bottom of the income distribution.
  • Far more than in Europe, most Americans remain instinctively loyal to the killer applications of Western ascendancy, from competition all the way through to the work ethic. They know the country has the right software. They just can’t understand why it’s running so damn slowly.
  • What we need to do is to delete the viruses that have crept into our system: the anticompetitive quasi monopolies that blight everything from banking to public education; the politically correct pseudosciences and soft subjects that deflect good students away from hard science; the lobbyists who subvert the rule of law for the sake of the special interests they represent—to say nothing of our crazily dysfunctional system of health care, our overleveraged personal finances, and our newfound unemployment ethic
  • And finally we need to reboot our whole system.
  • If what we are risking is not decline but downright collapse, then the time frame may be even tighter than one election cycle
  • Western Civilization's Killer Apps
  • COMPETITION
  • THE SCIENTIFIC REVOLUTION
  • THE RULE OF LAW
  • MODERN MEDICINE
  • THE CONSUMER SOCIETY
  • THE WORK ETHIC
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