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Enhancing Student Learning Through Metacognition and Self-Regulation

This presentation by Marcia Toms explores the importance of metacognition and self-regulated learning (SRL) in educational settings. It delves into cognitive, emotional, and behavioral processes that students utilize to mediate their learning effectively. Key aspects include planning, goal-setting, self-monitoring, and the impact of personal choice on the development of self-regulatory skills. By integrating cognitive strategies within relevant contexts, educators can foster deeper understanding and mastery of academic skills, enhancing overall student performance and engagement.

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Enhancing Student Learning Through Metacognition and Self-Regulation

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Presentation Transcript

  1. “Brain, n. An apparatus with which we think that we think”Metacognition, self regulation and your students • Marcia Toms September 16, 2011

  2. What I’m not talking about • Intelligence • Proficiency

  3. Self-Regulated Learning • Contextually-based cognitive, emotional, and behavioral processes that students use to mediate their learning COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

  4. Rehearsal • Elaboration • Organization COGNITIVEEMOTIONAL BEHAVIORAL CONTEXTUAL

  5. Planning • Goal-setting • Pre-reading activities • Task analysis META- COGNITIVEEMOTIONAL BEHAVIORAL CONTEXTUAL

  6. Monitoring • Tracking attention • Self-testing • Evaluation META- COGNITIVEEMOTIONAL BEHAVIORAL CONTEXTUAL

  7. Self-worth • Self-efficacy • Self-awareness • Anxiety • Interest COGNITIVEEMOTIONAL BEHAVIORAL CONTEXTUAL

  8. Regulation while studying • Re-reading • Slowing down • Time management COGNITIVEEMOTIONALBEHAVIORAL CONTEXTUAL

  9. People • Study environment • Time • Subject Matter COGNITIVEEMOTIONAL BEHAVIORAL CONTEXTUAL

  10. COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

  11. COGNITIVE BEHAVIORAL EMOTIONAL CONTEXTUAL

  12. MOTIVATION COGNITIVE BEHAVIORAL EMOTIONAL CONTEXTUAL

  13. Developing SRL • “Students cannot develop or display their self-regulatory skill in settings where they cannot exercise personal choice or control”

  14. Zimmerman’s Stages • Observation • Emulation • Self-control • Automaticity

  15. Share knowledge of SRL • Process-based positive reinforcement • Metacognitive questions • CBT questions • Modeling

  16. “For academic skills to be mastered, learners must behaviorally apply cognitive strategies to a task within a contextually relevant setting” COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

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