I think, therefore I Learn!

Foster, Sawicki, Schaeffer and Zelinski Metagaognition: knowing how we learn best and consciously controlling our learning Encourage students in the creation of rubrics Get students to note ersonal learning goals !ey characteristic of "etacognition is self#regulation of one$s learning Metacogniti%e Learners 'escribe their strengths as learners (naly)e learning tasks to consider o tions E+ lain their choices in co" leting learning tasks Monitor the effecti%eness of choices during and following the learning acti%ity -egularly set goals for learning &on#Metacogniti%e Learners (re unaware of their strengths as learners *o" lete learning tasks by rote *o" lete learning tasks without e+ laining their a roach to the task ,ay little attention to their choices in learning 'o not set goals for the future

!nowing yourself: ./0hat do I find easy to learn1 2/ 0hat do I find difficult to learn1 3/ 0hat conditions hel "e to learn challenging "aterials1 4If students recogni)e intellectual strength in linguistic, logical#"athe"atical, s atial, bodily#kinesthetic, "usical, inter ersonal, intra ersonal, naturalistic, or en%iron"ental for"s, their self#knowledge will hel the" co" lete tasks and to di%ide the labour wisely during grou work/ ,5 6667ho"as Scruggs and colleagues re orted that increases in learning ha%e followed direct instruction in "etacogniti%e strategies and that inde endence de%elo s gradually/ Metacognition hel s students "eet curriculu" e+ ectations/ It challenges students to take res onsibility for their learning: by disco%ering strategies that work best for the"/ 4In discussing and "odeling alternati%e strategies, and in showing students how to deal with challenges and uncertainties, you foster "etacognition/ 7eachers can$t force students to think about their thinking, they can only encourage students Making students aware of Strategies: Strategies: how students co" lete a task Skill: 0hat abilities students need to acti%ate or de%elo to co" lete a task/ 8loo"s 7a+ono"y hel s students de%elo skills and strategies to co" lete tasks/ ,ro%iding students with *hoice g.9 6students$ in%ol%e"ent in decisions about differentiation "akes the choices

"etacogniti%e/ 0hen students ha%e choice they are e" owered to take res onsibility S"all#Grou 0ork Student (ssess"ent For" *riteria ::: ./ I hel ed the grou re%iew its task ::: 2/ I contributed rele%ant ideas; I stayed on to ic/ :::3/ I listened carefully to other grou "e"bers/ :::</ I was o en#"inded about different inter retations or understandings/ :::=/ I hel ed the grou stay focused on its task/ :::>/ I contributed to the su""ary which concluded the grou work/ :::?/ I encouraged all "e"bers of the grou to contribute/ My Goals for S"all Grou 0ork

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My ,ersonal Learning Goals &a"e :::::::::::::::::::::::::::::: Sub@ect ::::::::::::::::::::::::::: Grade :::::::::::::::::::::::

Metacognitin in Language arts Encouraging task analysis g/ 3. -(F7S -ole#Fro" whose oint of %iew a" I writing (udience#7o who" a" I writing For"at#0hat for" is a ro riate for "y writing#editorial, narrati%e, oe", descri tion1 7o ic# 0hat a" I writing about1 Strong Aerb#0hat strong %erb s ecifically e+ resses "y ur ose1 Ie/ 'e"and, lead, re"ind, su ort