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Metacognition thesis

In the semester of English , the class discussed discursive practices, metacognition, critical reflection, and strategies to transfer knowledge that has been gained to other events in our lives. Learning about the structures of discourses and how writing is constructed specifically to the context by which the writing is. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday.
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Encouraging Metacognition in the Classroom

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Metacognition and its development - rentalmobildisurabaya.info

Being aware of our thinking as we perform a specific task and then using this awareness to control what we are doing is commonly known in thinking skills literature as "metacognition". More recently, the term "metacognitive approach" has been applied to strategy training aimed at teaching EFL students consciously to plan , monitor and evaluate their own learning and to analyse the different stages of a task in order to choose appropriate problem-solving strategies see Robbins The purpose of this article is to provide some theoretical insights into the nature of metacognition and to outline additional ways of supporting students' metacognitive development. Metacognitive skills and metacognitive knowledge. A clear distinction is generally made between metacognitive skills and metacognitive knowledge. Metacognitive skills develop initially out of self-correcting activities in domain-specific learning Bruner quoted in Von Wright ; 64 as children gradually learn to anticipate chains of events and compare alternative procedures or mentally correct an action plan before acting. Although these actions are often intentional - i.
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Metacognition and the Academic Writer

Many students find the transition to A-level study challenging. In our most recent cohort of chemistry students, those with low prior attainment made less progress than their peers. Observing the underperforming students offers two reasons for this: 1 poor study habits in terms of the type of activities undertaken as independent work, and 2 overestimating their understanding by judging it based on a specific context rather than the ability to transfer it to a different situation. Metacognition has been identified as having the potential to close the gap between students with low prior attainment and their peers, as well as being recommended by the Education Endowment Foundation EEF Quigley et al.
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As an instructor, I spend hours each week offering written feedback on short writing assignments and argumentative papers; however, early in the semester, I discovered that feedback often went unread or unincorporated. Or students would come to office hours, paper with unread feedback in hand, requesting to dialogue around my margin comments. This made me realize I needed to develop in-class peer review and self review activities that assist students in exploring, understanding, and contesting feedback. How do I help students develop metacognitive skills — in other words, reflect on their reflections?
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