Prof ed 3

31問 • 2年前

Wael Hi

通報

問題一覧

Refers to "thinking about thinking"

Metacognition

Meta cognition refers to "thinking about thinking" and was introduced as a concept by ?

John Flavell

Metacognitive strategies

Adapting, Self-regulation, Self-reflection

Metacognition is broken down into three components:

Metacognitive knowledge, Metacognitive experiences, Metacognitive strategies

involves learning process and you beliefs about how you learn and how you think others learn. The task of learning and how you process information; and the strategies you develop and when you will use them

Metacognitive knowledge

a british writer, said that onr cannot have knowledge without having emotions.

Arnold Bennett

In metacognition, there are feelings and emotions present that are related to the goals and tasks of learning.

Metacognitive experience

Flavell further divides metacognitive knowledge into three categories

Peron variables, Task variables, Strategy variables

Thus includes how one views himself as a learner and thinker. It refer to knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning Processes.

Person variables

Cognitive and metacognitive Factors

Nature of the learning process, Goals of the learning process, Construction of knowledge, Strategic thinking, Thinking about thinking, Context of learning

The terms are related to strategy variables.

Meta-attention, Metamemory

are what you design to monitor your progress related to your learning and the task at hand.

Metacognitive strategies

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

Cognitive and metacognitive, Motivational and affective, Developmental and social, Individual difference factors

COGNITIVE AND METACOGNITIVE FACTORS

Nature of the learning process, Goals of the learning process, Construction of knowledge, Strategic thinking, Thinking about thinking, Context of learning

MOTIVATIONAL AND EFFECTIVE FACTORS

Motivational and emotonal influences on learning, Intrinsic motivation to learn, Effects of motivation on effort

DEVELOPMENTAL AND SOCIAL FACTORS

Developmental influences on learning, Social influences on learning

INDIVIDUAL DIFFERENCES FACTORS

Individual differences in learning, Learning and diversity, Standards and assessment

The learning of complex subject mater is most effective when it is an intermational process of constructing meaning from information and experience.

Nature of the learning process

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Goals of the learning process

The successful learner can link new infomation with existing knowledge in meaningful ways. Knowledge widens and deepens as students continue to build links between new infonation and experiences and their existing knowledge base.

Construction of knowledge

The successful learner can create and use a repertoire of thinking and reasoning strategies to achleve complex learning goals. Successful learners use in their approach to learning reasoning, problem solving, and concept learning.

Strategic thinking

Successful learners can reflect on how they think and learn, set reasonable eaming or performances goals, select potentially approprlate learning strategles or methods, and monitor thelr progress towards these goals.

Thinking about thinking

Learning is influenced by environmental factors, including culture, technology and instructional practices.

Context of learning

The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere with the learner's quality of thinking and infomation processing.

Motivational and emotional influences on learning

Is stimulated by tasks of optimal novelty and dificulty, relevant to personal interests, and providing for personal choice and control.

Intrinsic motivation to learn

Effort is another major indicator of motivation to leam. The acquisition of complex knowledge and skills demands the investment of considerable learner energy and strategic effort, along with persistence over time.

Effects of motivation on effort

Learning is most effective when differential developmental within and across physical, intellectual, emotional, and social domains is taken into account

Developmental influences on learning

Learning can be enhanced when the leaner has an opportunity to interact and to collaborate with others on instructional tasks.

Social influences on learning

Individuals are born with and develop their own capabilities and talents. Educators need to help students examine their learning preferences and expand or modify them, If necessary.

Individual differences in learning

Assessment provides important information to both the learner and teacher at all stages of the learning process.

Standards and assessment

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:

The knowledge base, Strategic processing and control, Motivation and effect, Development and individual differences, Situation or context

EL.4

EL.4

EL.4

EL.4

Prof ed 4

Prof ed 4

garts

garts

Prof ed 1

Prof ed 1

Prof ed 2 Midterm Exam

Wael Hi · 14問 · 2年前

Prof ed 2 Midterm Exam

Glit Pre-lim Exam

Glit Pre-lim Exam

Prof ed 2

Prof ed 2

Prof ed 2 test

Prof ed 2 test

Spelling finals El2

Spelling finals El2

Prof ed 1 test

Prof ed 1 test

P.E Midterm Exam

P.E Midterm Exam

Glit Quiz

Glit Quiz

Prof ed 1 Midterm exam

Wael Hi · 49問 · 2年前

Prof ed 1 Midterm exam

Glit midterm lesson1

Glit midterm lesson1

garts

garts

gself

gself

Speeling finals(El 2)

Wael Hi · 15問 · 2年前

Speeling finals(El 2)

El.1

El.1

Prof Ed 1 Finals

Prof Ed 1 Finals

Prof ed 1 Midterm exam

Wael Hi · 49問 · 2年前

Prof ed 1 Midterm exam

49問 • 2年前

Wael Hi

Prof ed 2 Midterm Exam

Wael Hi · 44問 · 2年前

Prof ed 2 Midterm Exam

El 2 spelling

El 2 spelling

Prof ed 1

Prof ed 1

Prof ed 2 Midterm Exam

Wael Hi · 14問 · 2年前

Prof ed 2 Midterm Exam

Prof ed 2 test

Prof ed 2 test

Prof ed 1

Prof ed 1

Spelling finals El2

Spelling finals El2

Glit midterm lesson1

Glit midterm lesson1

Glit midterm lesson1

Glit midterm lesson1

Gelect test

Gelect test

Glit test

Glit test

Prof ed 1 Midterm exam

Wael Hi · 49問 · 2年前

Prof ed 1 Midterm exam

P.E Midterm Exam

P.E Midterm Exam

Gethics test

Gethics test

Gcworld

Gcworld

Prof ed 1 test

Prof ed 1 test

Gethics lesson 1 Exam

Wael Hi · 35問 · 3年前

Gethics lesson 1 Exam

gself

gself

P.E prelim

P.E prelim

EL1 Reporter 3

EL1 Reporter 3

Prof ed 2 Midterm Exam

Wael Hi · 44問 · 2年前

Prof ed 2 Midterm Exam

EL1 Reporter 3

EL1 Reporter 3

Gethics lesson 1 Exam

Wael Hi · 35問 · 3年前

Gethics lesson 1 Exam

Gethics Finals

Gethics Finals

P.E prelim

P.E prelim

Glit midterm lesson1

Glit midterm lesson1

Glit Pre-lim Exam

Glit Pre-lim Exam

Glit midterm exam

Glit midterm exam

Spelling finals El2

Spelling finals El2

Prof ed 2 test

Prof ed 2 test

Prof ed 1 finals Module 7

Wael Hi · 20問 · 2年前

Prof ed 1 finals Module 7

P.E prelim

P.E prelim

Glit midterm lesson1

Glit midterm lesson1

Glit test

Glit test

Glit Quiz

Glit Quiz

Midterm Gethics

Midterm Gethics

Gelect test

Gelect test

Prof ed 1 Prelim exam

Wael Hi · 77問 · 3年前

Prof ed 1 Prelim exam

77問 • 3年前

Wael Hi

Speeling finals(El 2)

Wael Hi · 15問 · 2年前

Speeling finals(El 2)

Gmath midterm

Gmath midterm

Midterm Gethics

Midterm Gethics

Prof ed 2 Finals

Prof ed 2 Finals

Prof ed 1 Prelim exam

Wael Hi · 77問 · 2年前

Prof ed 1 Prelim exam

gself

gself

gself

gself

Gethics test

Gethics test

Glit test

Glit test

Gelect test

Gelect test

gself

gself

Glit midterm lesson1

Glit midterm lesson1

EL 5

EL 5

P.E prelim

P.E prelim

PROF ED 3 PRELIM

PROF ED 3 PRELIM

PROF ED 5 L1&2 MIDTERM

Wael Hi · 18問 · 2年前

PROF ED 5 L1&2 MIDTERM

Prof ed 5 Midterm L2

Prof ed 5 Midterm L2

Prof ed 4 Midterm

Prof ed 4 Midterm

Prof ed 4 Midtern Lesson 2

Wael Hi · 21問 · 2年前

Prof ed 4 Midtern Lesson 2

El 4 Midterm

El 4 Midterm

PROF ED 3 MIDTERM

PROF ED 3 MIDTERM

Prof ed 3 Focus on Learning

Wael Hi · 26問 · 2年前

Prof ed 3 Focus on Learning

26問 • 2年前

Wael Hi

Prof ed 3 Learning/Thinking Styles

Wael Hi · 16問 · 2年前

Prof ed 3 Learning/Thinking Styles

16問 • 2年前

Wael Hi

Prof ed 3 Neo Behaviorism

Wael Hi · 7問 · 2年前

Prof ed 3 Neo Behaviorism

Prof ed 5 Midterm

Prof ed 5 Midterm

Prof ed 4 Finals

Prof ed 4 Finals

PROF ED 6 (L1 prelim)

Wael Hi · 5問 · 2年前

PROF ED 6 (L1 prelim)

5問 • 2年前

Wael Hi

Prof ed 6 2nd sem prelim lesson 3

Wael Hi · 34問 · 2年前

Prof ed 6 2nd sem prelim lesson 3

FOLA part 2

FOLA part 2

Fola

Fola

EL 6 Sec sem prelim

EL 6 Sec sem prelim

El 6 part 2

El 6 part 2

EL 6 part 3

EL 6 part 3

EL 6 2nd test

EL 6 2nd test

El 6

El 6

問題一覧

Refers to "thinking about thinking"

Metacognition

Meta cognition refers to "thinking about thinking" and was introduced as a concept by ?

John Flavell

Metacognitive strategies

Adapting, Self-regulation, Self-reflection

Metacognition is broken down into three components:

Metacognitive knowledge, Metacognitive experiences, Metacognitive strategies

Metacognitive knowledge

a british writer, said that onr cannot have knowledge without having emotions.

Arnold Bennett

In metacognition, there are feelings and emotions present that are related to the goals and tasks of learning.

Metacognitive experience

Flavell further divides metacognitive knowledge into three categories

Peron variables, Task variables, Strategy variables

Person variables

Cognitive and metacognitive Factors

Nature of the learning process, Goals of the learning process, Construction of knowledge, Strategic thinking, Thinking about thinking, Context of learning

The terms are related to strategy variables.

Meta-attention, Metamemory

are what you design to monitor your progress related to your learning and the task at hand.

Metacognitive strategies

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

Cognitive and metacognitive, Motivational and affective, Developmental and social, Individual difference factors

COGNITIVE AND METACOGNITIVE FACTORS

Nature of the learning process, Goals of the learning process, Construction of knowledge, Strategic thinking, Thinking about thinking, Context of learning

MOTIVATIONAL AND EFFECTIVE FACTORS

Motivational and emotonal influences on learning, Intrinsic motivation to learn, Effects of motivation on effort

DEVELOPMENTAL AND SOCIAL FACTORS

Developmental influences on learning, Social influences on learning

INDIVIDUAL DIFFERENCES FACTORS

Individual differences in learning, Learning and diversity, Standards and assessment

The learning of complex subject mater is most effective when it is an intermational process of constructing meaning from information and experience.

Nature of the learning process

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Goals of the learning process

Construction of knowledge

Strategic thinking

Thinking about thinking

Learning is influenced by environmental factors, including culture, technology and instructional practices.

Context of learning

The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere with the learner's quality of thinking and infomation processing.

Motivational and emotional influences on learning

Is stimulated by tasks of optimal novelty and dificulty, relevant to personal interests, and providing for personal choice and control.

Intrinsic motivation to learn

Effects of motivation on effort

Learning is most effective when differential developmental within and across physical, intellectual, emotional, and social domains is taken into account

Developmental influences on learning

Learning can be enhanced when the leaner has an opportunity to interact and to collaborate with others on instructional tasks.

Social influences on learning

Individuals are born with and develop their own capabilities and talents. Educators need to help students examine their learning preferences and expand or modify them, If necessary.

Individual differences in learning

Assessment provides important information to both the learner and teacher at all stages of the learning process.

Standards and assessment

Alexander and Murphy gave a summary of the 14 principles and distilled them into five areas:

The knowledge base, Strategic processing and control, Motivation and effect, Development and individual differences, Situation or context