Presented by- Archibald & Arman Metacognition &
Strategies in SRL
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What does the lecture cover? Metacognition - Metacognitive
skills - Metacognitive knowledge Learning strategies - Knowledge
about strategies - Learning strategies - components - types of
strategies Case description; analysis and solutions
Metacognitive skills Metacognitive skills determine the extent
to which learners set goals for their learning, then attempt to
plan, monitor, and control their cognition, motivation and
behavior.
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Metacognitive knowledge (knowledge about knowledge) Knowledge
about ones own metacognitive skills and products or anything
related to them. It influences students approaches or engagement to
academic work.
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Three types of metacognitive knowledge Person: Students
knowledge about themselves and others as learners. Task:
Understanding about relationships between task characteristics and
associated processing demands. - purpose - structure - components
Strategy: Knowledge about how, when, and where particular learning
strategies should be used. (Butler, 1998; Flavell, 1987)
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Knowledge about strategies Declarative knowledge: the basic
definition of the strategy Procedural knowledge: how to use it
Conditional knowledge: under what conditions it may be more or less
useful. (Weinstein, Acee, and Jung, 2011)
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An individual task Ahnab is a secondary school student in
Bangladesh. He was watching cricket on television with his mom.
Bangladesh team was batting, and when they had 512 runs, Ahnab
said, I hate it. His mother asked him- what? He said- the number.
Then he told his mother that- I like 529 but not 528, dislike 512
but like 256, like 961 but not 962. Which one of the following
numbers Ahnab should like? a) 156 b) 240 c) 196 d) 187
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Solution The correct answer is- c) 196 What kind of techniques
have you used for solving this problem?
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Learning strategy SRL strategy SkillWillSelf-regulation
Components of learning strategies (Weinstein, Acee, and Jung,
2011)
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Skills Knowledge about- - performance demands of tasks -
personal strengths, weaknesses, and preferences - learning
strategies that can be used
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Will Motivation and affective components Elements that
contribute to academic success include- - setting, analyzing, and
using goals - future time perspective and goal hierarchies to
generate motivation - developing enabling beliefs; and - generating
a positive mind-set toward learning. Elements that detract from
academic success include- - Self-sabotaging beliefs - low
self-efficacy - high anxiety and - external attributions for
performance.
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Self-regulation Both the glue and the engine for managing
strategic learning on both a global and real time levels. On the
global level, it includes- - using a systematic approach for
learning, - time managing on a macro level - using an instrumental
approach to help seeking, and - managing motivation for learning.
On the real-time level, the elements include- - managing and
reducing high anxiety, - using metacognition to monitor learning
success, - monitoring and regulating the use of learning
strategies, - managing time on a micro level - focusing attention,
and - maintaining concentration over time.
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Types of Learning Strategies Rehearsal Strategies Elaboration
Learning Strategies Organization Strategies (Weinstein, Acee, and
Jung, 2011)
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Rehearsal Strategies Active rehearsal learning strategies:
create further opportunities for understanding e.g., using
foreign-language flash cards to- - create opportunities to think
about the word - look up its derivations, and - use it in
conversation can be quite helpful. Passive rehearsal learning
strategies: mindless repetition e.g., simple repetition of the
words on the card
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Elaboration Learning Strategies Adding to or modifying the
material Paraphrasing Summarizing Creating analogies
Compare-and-contrast
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Organization Strategies A category of elaboration strategies
Creating outlines Causeeffect diagrams Mind maps Relationship
diagrams
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Case description (cont...) Mary and John were the students of a
Master degree programme in Asian Studies at the same university.
Prior to this, Mary was graduated in History, and John completed
his Bachelor degree in Political Science. They were asked to read
an article on the history of Bangladesh. The history covered the
independence of India from British colonization, the separation of
India and Pakistan, and the role of Bangabandhu Sheikh Mujibur
Rahman in the liberation of Bangladesh; which were actually closely
interrelated. Both Mary and John read the article and attended a
written examination.
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There were following four questions they were asked to answer:
1. Who is called the father of Bangladesh? 2. Why people of
Bangladesh fought for their language? 3. Make a comparison of the
wars of 1952 and 1971 against Pakistan. 4. What is the Independence
Day of Bangladesh? Mary answered 1 and 4 number questions within
few minutes but could not answer the other questions; on the other
hand, John answered question number 2 and 3 only and could not
answer the others. Both of them spent a lot of time to read the
article carefully, but they failed to get good grade. Case
description
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What were the problems? Case analysis
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Prior knowledge about learning strategy Metacognitive knowledge
about task Metacognitive knowledge about learning strategies
Strategy repertoire
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What should be the solutions? Solution model
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Selecting learning activities and tasks Structuring Instruction
Metacognitive knowledge - Metacognitive knowledge about task
purpose - Metacognitive knowledge about task structure -
Metacognitive knowledge about task components Knowledge about
strategies Strategy repertoire