metacognition Search Results

Episode 232 Transcript

…start us off by explaining what exactly is metacognition. SUMERACKI: Yeah. So there’s sort of two components we can talk about with metacognition. Metacognition broadly is just you’re thinking about your own thinking so your own sort of awareness of your cognitive processes. And in the context of learning and education, it’s knowing what you know and also knowing what you don’t know. We can break it down into two kind of core pieces. Metacognitive monitoring, which we could also just call metacognitive awareness, and I think that term awareness is a little more grounded. And if you say metacognitive…

Episode 123: Four Research-Based Strategies All Teachers Should Use

…do the interleaving, you, you have to stop and retrieve stuff from long-term memory, and so it makes it more solid that way. Does that sound accurate to you? AGARWAL: I think that’s a great example, and actually that comes back to how the power tools build on each other. So retrieval can help people learn in the short term and in the long term. But definitely for long-term memory, mixing things up provides that added boost. GONZALEZ: OK. So the fourth power tool is? BAIN: The fourth one is feedback-driven metacognition, and I love the word “metacognition.” GONZALEZ: I…

How Metacognition Can Optimize Learning

…thought I knew that stuff.” The act of thinking about our own thinking, of knowing what we know and don’t know, is referred to in academic circles as metacognition, and it plays a huge role in how well our brain holds on to information. If we can get a better understanding of how metacognition works, we can tap into it to improve our learning and teach our students to do the same. Helping us do that is Megan Sumeracki, a professor of cognitive psychology at Rhode Island College. Her area of expertise is human learning and memory, and applying the…

Four Research-Based Strategies Every Teacher Should be Using

…This prevents students from just repeating the same procedure over and over. “With interleaving, mixing up very similar things provides that challenge where students have to know the difference, choose a strategy, and that then helps their learning.” 4. Feedback-Driven Metacognition “When you study, and you don’t do well,” Bain says, “often it is because you were studying what you already knew. It feels better. It’s like, oh, I’ve got this. And not studying what you don’t know. Feedback-driven metacognition is being able to help students learn how to discriminate between what they know and what they don’t.” Classroom Application:…

Episode 239 Transcript

…called The Learning Scientists, where a group of scientists share all kinds of useful information about how we learn. She was also my guest on episode 232 about metacognition. Today we’re going to look at some of the sneaky ways multitasking creates pitfalls in schools, and what we can do to avoid them. Before we get started, I’d like to thank Alpaca for sponsoring this episode. Interested in knowing how your teachers are really doing, right now? I’ve always believed that asking teachers and students for feedback is one of the simplest and most powerful ways to improve a school’s…

Episode 79: Retrieval Practice with Pooja Agarwal

…that there’s sort of this one-two punch when you include retrieval followed by feedback. Part of that isn’t just so students know if they got their answer correct or incorrect, but it adjusts students’ metacognition. So thinking about their own thinking, being better at estimating or judging what they know and what they don’t know. So sort of going back to the idea of feeling really familiar and cheating yourself with a flashcard. With feedback, then students can better understand, “Wow, I really thought that that was the answer, but I got it wrong.” An example we like to give…

Episode 175 Transcript

…mini lessons and metacognition into one aspect of the writing. This is where I wanted my writing instruction to be delivered. And when I say metacognition, I mean like how new learning impacts and changes their writing process. That’s what I mean by that. GONZALEZ: Okay. FRIEDEN: So the students write a draft. So they would write a draft for me, and then I would assess some trends. You know, I’d look at all the drafts and go, okay, here’s the trends I’m seeing here. Then I would build a HyperRubric from that, and then the students would go about…

Episode 13: Could You Teach Without Grades?

…independent as learners because they’re building that metacognition that they can take to other classes. Sackstein: Yes. Gonzalez: And later on too. How about your — What about your administration? Because I’m also thinking someone listening to this who loves the idea may be thinking “My admin would never let me do this.” So what advice would you give to somebody on that. Sackstein: You might be surprised at how willing they’d be to support you. My principal wants everyone to do what I’m doing. Gonzalez: Really? Sackstein: My colleagues are resistant. Gonzalez: Okay. Sackstein: The fear with the parents,…

Episode 261 Transcript

…We’ve talked about retrieval practice in the past. We’ve talked about metacognition. We’ll hear more about concept mapping today. So in the book, you’ll learn not just new strategies but again, a little bit of research that really helps demonstrate what you’re already doing is effective. GONZALEZ: Right. And I think that’s really empowering as a teacher. This is what I loved about going through my national boards is I had to actually explain why I did the things I did and justify it, and that really helps you to feel more solid in what you’re doing and have research…