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When to Apply Reflective and Metacognitive Strategies
Reflective Strategies: learning Metacognitive Strategies: learning strategies
strategies that make students think that cause students to be aware of their own
about their work. thought processes.
During Initial Learning
During Initial Learning
teacher explains the assignment and the rubric that should be followed
teacher guides student inquiry about said task
teacher supports the students while they figure out the assignment
students think through how to solve the task
While Troubleshooting
While Troubleshooting
teacher monitors for student comprehension of the assignment
students collect relevant information for the task
student assesses their progress so far on the assignment
While Teaching Others to Use Strategies
While Teaching Others to Use Strategies
teacher uses pair-share activities (students work in partners to complete assignments and tasks)
reciprocal teaching (students teach each other what they learned)
collaborative learning (all students working together and discussing)
(Paris 2001)
Self-Assessment includes cognitive, motivational, and affective aspects
Problem Based Learning
Problem Based Learning
a specific task-based approach
supports the development of self-regulation (Paris 2001)
5 key features for Implementing PBL
Projects must be oriented around a central question
Projects must be include planning, designing, researching, analyzing, inferring
PBL is important because students will put more effort and thought into assignments that they are more interested in. The more creative liberty the students have, the more likely they are to complete tasks to the best of their ability
3. Students must see results of their investigation process
4. Projects must have peer work
5. Projects should use technical tools
5 Major Categories of General Learning Strategies
(Paris 2001)
Rehearsal Strategies
Repetition, Cumulative Reviews, Note-Taking, Review Work
Elaboration Strategies
Mnemonics, Summarizing, Paraphrasing, Analogies, Questions, Main Ideas
Organizational Strategies
Rules, Planners, Calendar, Don't Multitask
Comprehension Monitoring Strategies
Analyzing Text, Visualization, Summarizing, Inferring, Searching
Affective Strategies
Managing Emotions, Meditation, Music, Reward System, Checklist
Self-Appraisal leads to deeper understanding of learning
________
analyzing personal strategies and comparing them to other strategies
evaluating what you know and what you do not know
self-assessment during tasks stimulates revising strategies
Self-Management leads to problem solving
________
setting appropriate goals
managing time and resources
overcoming frustration and persisting
reviewing one's learning and deciding if the approach needs to change
Self-Regulation can be taught in many different ways
________
instruction, reflection, and discussions teach self-regulation
activities that require reflection
assessing, charting, and discussion of personal growth
Self-Regulation is a part of the identity and strivings of everyone
________
how students decide to monitor their behavior reflects what their goals are
self-reflection gives a framework for self-regulation
a reflective community enhances the depth of self-regulation
Students need to know what actions lead to which outcomes. If they believe that their success is from uncontrollable factors (luck, skill), they are less likely to use self-reflective strategies (Paris 2001).
Teachers need to use a variety of strategies (Paris 2001).
Students want to improve their weaknesses, improve their sense of belonging, help others, and protect themselves and others (Boekaerts 2006).
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