metacognition Search Results

Episode 260 Transcript

…it’s paired with a Friday, a reflection Friday. And the quote on top says, “Reflection is the exercise that strengthens the mind’s retention.” And this is really tapping into that metacognition, right? Really thinking about learning. How are you learning? So the prompt here is: reflect on all your assignments, readings, notes, your discussions, your interactions and conversations with me or your, or your, your students or your peers. What moments do you remember and why? That was the transfer. And I would even give them the brain science and say, doing this is taking what you learned this week…

Episode 253 Transcript

…would they give for baking or cooking? That allows us to think with intersectionality. GONZALEZ: Yeah. TONDREAU: Because [inaudible]’s at play there, ability/disability, race, are all a part of the ways that those characters move through the world and experience their settings. And so we really love the opportunities for students to think creatively that way, and then, again, engage in that metacognition of where is my identity represented in these texts? What voices aren’t we hearing? And developing, again, that two-way cultural competence. I’m learning in some ways about myself and I’m learning about experiences outside of mine as…

Episode 250 Transcript

…RIVERS: Totally. GONZALEZ: Which is adding confidence ratings. So tell us about this one. RIVERS: Sure. So one area of my research is metacognition, which is students’ knowledge of their own knowledge. So I notice sometimes when I give students multiple choice tests, I’ll get the Scantron, which is what I’m grading, but then if I look through their test, even if I’m not having them explain, sometimes they’ll circle certain questions and leave little notes to themselves. And it’s almost like they’re calculating their grade, like, okay, the lowest I could possibly get is this score. And I’m like,…

Avoiding the Pitfalls of Multitasking in School

…to Learning Better, and a team member on the fantastic site 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. On the podcast, Megan talked to me about some of the sneaky ways multitasking creates pitfalls in schools, and what we can do to avoid them. You can listen to the full episode in the player above, or read the transcript. Below is a summary of our conversation. Why Multitasking is a Myth “To really understand the myth of multitasking,” Sumeracki…

17 Tweaks That Make a Big Difference in Group Work

…a question that prompts reflection or metacognition (see examples above). Answering questions with a question bounces the responsibility off of you and back on to them. Of course, what you say is as important as how you say it. Cynical or sarcastic tones, when posing questions, can break down your relationship with students. Be sure your questions are delivered in a positive and productive way that strives to encourage students to activate their empowerment. Assigning Roles As adults who have ample opportunities to practice effective communication skills, it can be easy to overlook the fact that students do not always…

Episode 126: Student-Written Graphic Novels

…to sort of model that process. And like you said earlier, really helps to show students, like, you don’t need sophisticated drawing skills here, because I definitely didn’t have those. GONZALEZ: Right. MILLER: And they just, again, really making visible that metacognition that’s involved in the process. So, and just for listeners who are feeling like, I am not, I am not going to be writing my own graphic novel. GONZALEZ: Right. MILLER: I really didn’t. I know that, I know that you, you in your personal narrative articles have described writing the full story. I have only ever done…

Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using

…be much good unless they find out the right information, so be sure to give them feedback as they go. This can be as simple as providing the correct answer or letting students check their texts after they have attempted to retrieve. “Part of that isn’t just so students know if they got their answer correct or incorrect,” Agarwal says, “but it adjusts students’ metacognition,” helping them get “better at estimating or judging what they know and what they don’t know.” Match your practice to your assessment. If your summative assessment for a chunk of content will be basic recall…

Episode 1: Best Practices for ESL

…that level of respect. So when I — I have to be careful though when I’m sharing those stories with people who look at the language not from that same perspective. Because I’m not laughing at the kid, I’m laughing at the language. You know? Gonzalez: Yeah. Kim: When kids mix up sheet and shit, it’s hilarious every time. Gonzalez: Are the kids able to laugh at themselves or do they get more self concious and defensive about it? Kim: They are. It’s that– When you– But it’s the metacognition you know. They’ll mispronounce– The kids start making fun of…

Episode 61: Seven Systems that Work for Outside-the-Box Learners

…about physical education and art and this and that. And what we don’t do is we don’t teach kids how to be students, and we don’t teach them metacognition or reflection or introspection. in other words, we don’t teach them to have an awareness about who they are as a thinker and a learner and a feeler in this world. And a lot of students do just fine with that. They pick up on systems almost through osmosis. They’re able to just sort of figure out how school works. The teacher says, “Use your folder for this and that,” “Use…