Metacognition and Self-Regulation Study Guide

Metacognition and Self-Regulation Study Guide

Objectives: (These are intended to focus your study. You do not need to respond to them)

• Define metacognition and explain its role in learning. 
• Recognize the importance of self-regulation in learning. 
• Apply the cycle of self-regulated learning to your own learning. 
• Consider ways to enhance your future students’ metacognition and self-regulation. 

Key Terms: (Write a definition for each of the following terms in your own words. I also recommend thinking of an example of the term or concept in your own life as well as a way to apply it in your future classroom.)
Module 21 (pages 327-336)

Metacognition-knowing the process of thinking and knowing how to best think, therefore enabling the thinker to determine how he/she will best learn new material. Regulates thinking and knowledge
Three kinds of metacognitive knowledge:

1. Declarative knowledge: Knowledge that I have of myself and tools I can use: skills, strategies, and resources to perform a task. “knowing what to do” 
2. Procedural knowledge: knowing how to use the skills, strategies and resources that I possess. 
3. Self-regulatory knowledge: knowing when to use and why to use the procedures and strategies. 

Three metacognitive skills: 

1. Planning: overview of where to spend time and effort and which strategies to use, where to start and what depth to reach 
2. Monitoring: check for understanding and effectiveness of strategies currently being used. Pace and depth of study 
3. Evaluating: making judgments about what has worked and what hasn’t and why it has or hasn’t worked, if it hasn’t worked come up with different strategies that could work 

Learning strategies the plan by which the learning goals will be achieved
Learning tactics the specific strategies/techniques that will be used within the plan
Concept map a diagram showing how different ideas of interest related or connected
KWL A reading learning tactic, aimed to assess what you Know before you read, what you Want to learn by reading, and then what is actually Learned after you’ve completed reading
Focus some time on Guidelines: Becoming an Expert Student (pg. 335). Write any thoughts/notes/terms here.

• I couldn't find/ remember any information about exams for this class 
• So far I've found that defining the terms in my own words has been extremely helpful 
• I’m not very good at determining which info might not be as important when I am struggling with the reading in order to ignore it 

Summary: (Write a 2-3 sentence summary of what you learned in this module) I’ve learned that in order for me to be a better learner (and teacher) I need to know how to best learn and then tailor my learning to those needs. To do this I can employ various strategies, techniques, and tactics which best suit my learning style. Assess what works and doesn’t work and why.
Application Questions: (Write a detailed response to each of the following questions. These help you transform the information from the abstract to the concrete. Take these seriously!!!)
What learning tactics will you utilize in this course? I have always found that taking notes is quite helpful to me. When I read I like to highlight key ideas that stand out to me. I am going to practice using concept maps with concepts that I’m having a harder time understanding to help me see how ideas are connected.
How will you improve your students’ declarative, procedural, and self-regulatory metacognitive knowledge? Include ideas for each type of knowledge in your response. 

(Declarative) I will help students discover which methods may best work for them by exposing them to various techniques used in diverse settings and then (Procedural) ensure they how that tool operates and the pros and cons of these techniques so that they can (self-regulatory) know when and why they should use a particular strategy that will best help them master the material.

Key Terms:
Module 28 (pages 435-449)
Self-regulation how a person ensures that his/her efforts are leading towards achieving his/her goals
Types of knowledge needed for self-regulation basically the 3 types of metacognitive knowledge
What motivates self-regulated learners? The opportunity to learn
Volition following through on motivations, choosing to dedicate precious time to the learning process however tempting other activities may be
Self-regulated learning how a learner ensures that his/her efforts are leading towards achieving his/her learning goals
Focus some time on The Cycle of Self-regulated Learning (pages 437-438). Include the steps here:

1. Analyzing the learning task—what do I need to know/do and what sources do I need to use to obtain that knowledge 
2. Setting goals/devising plans—depending on the scope of learning task make goals/plans that will help accomplish learning 
3. Enacting tactics and strategies to accomplish the task—As the student works they are conscious of how their efforts are either working towards their goal(s) or not… 
4. Regulating Learning—In which case they need to reevaluate which methods to use instead. Evaluate prior 3 steps for efficiency and enact change if needed. 

Cognitive behavior modification talking yourself through a task
Focus some time on Guidelines: Supporting Self-Regulation at Home and in School (pg. 442). Write any thoughts/notes/terms here.

• If students are taught early to encourage each other it may help students to not be so competitive, but become more altruistic 
• Depending on the student’s family circumstances it could be really difficult to get the family to help develop self-regulation in the home 
• Emphasis on the process of learning—not just finding the answer 

Emotional self-regulation the social and emotional abilities/ level of an individual and how they affect self-regulation
Focus some time on Table 28.1 (pg. 445) and Guidelines: Encouraging Emotional Self-Regulation (pg. 446). Write any thoughts/notes/terms here.

• Becoming self-aware of our emotions is critical to being successful in life. Including learning and teaching. Once we learn how to better regulate our emotions and learn in which emotional states we can best do individual tasks then will we be able to more effectively use our time. I don’t feel as though we necessarily need to squelch any particular emotions, but just be aware that our level of productiveness varies according to our emotional state and then use this to our advantage. 

The Role of Complex Tasks in Self-regulated Learning tasks that are complex in design (not necessarily difficult) that challenge students to use critical thinking and problem solving skills , Metacognitive skills are enhanced when this is done successfully.
The Role of Control in Self-regulated Learning as the student is given choices (from specific, well thought out, relevant options) they begin to take greater ownership of their learning process and are therefore more likely to follow through with SRL
The Role of Self-Evaluation in Self-regulated Learning Teachers should give students opportunities to engage in SE while making this SE process non-threatening and focused not just on the end product, but on the process as well. Both formal and informal SE should be used
The Role of Collaboration in Self-regulated Learning Teachers should create a climate of community in learning. As students work together they are more willing to accept challenging assignments and then succeed.
Summary: I’ve learned that learning really just comes down to getting it done. No one else is going to do it for me. I need to monitor my own efforts and then make adjustments when certain tactics are working for me. Be accountable for my learning actions.
Application Questions:
How will you promote each step of the cycle of self-regulated learning in your future classroom?

Students need to know and understand the steps of SRL to better use them. Not only teaching them is important, but showing students how to use the steps and then to help them have positive learning experiences using each step will help to ensure that they can continue to use the principles on their own. Build each step into lesson plans can be helpful.
How will you help to improve your students’ (and your own) emotional regulation?
By fostering an environment where we can be open and honest about our emotions and how we can influence, for good or bad, the emotions of others. Creating a socially positive community experience where students and teacher and students to students are supportive and accepting of each other.