Metacognition And Learning: Strategies For Instructional Design. Sharebar Do you know how to learn?
Many people don’t. Specifically, they don’t know how to look inward to examine how they learn and to judge what is effective. That’s where metacognitive strategies come in. They are techniques that help people become more successful learners. Improved metacognition can facilitate both formal and informal learning. But let’s start at the beginning. What is metacognition? Metacognition is often referred to as “thinking about thinking.” The Two Processes of Metacognition Fortunately, many theorists organize the skills of metacognition into two components.
Metacognition and Expertise Many experts cannot explain the skills they use to elicit expert performance. Examples of Metacognition Skills You May Use Successful learners typically use metacognitive strategies whenever they learn. Metacognitive Strategies Metacognitive strategies facilitate learning how to learn.
Ask Questions. References: Hacker, Douglas J., John Dunlosky and Arthur C. Learning Development and Innovation Publications & Reports. Reports, Papers and Articles from or relating to the Learning Development and Innovation.
Listed by year of publication. Corfield, FM, "Supporting an Innovative Curriculum in a Traditional HE Environment. Developing a winning strategy to support change at Staffordshire University", Journal of Education, Informatics, and Cybernetics, Vol 2, No 3, 2010. Corfield, FM, "The importance of an effective partnership between the employer and institution in successful Foundation Degrees", LATHE, Issue 4.1, 2010, Work-Based Learning.
Corfield, F (2009), "Developing Personal Development Planning as part of a Foundation Degree at Staffordshire University", Personal Development Planning, Strivens, J, Foundation Degree Forward. Phipps L, Cormier D & Stiles MJ, "Reflecting on the virtual learning systems - extinction or evolution? " 2006 Stiles MJ & Corfield FM, "e-support materials for Foundation Degrees and WBL", forward, 9, 2006.
The Science of Learning: Best Approaches for Your Brain. Do you wonder why people don’t understand the idea you’re trying to get across in a meeting?
Are you mentoring another developer and struggling to understand why the still don’t get it? Do you run training courses and wonder why the attendees only learn 10% of the material? We are all teachers whether as informal mentors, coaches, trainers or parents. Yet only professional educators receive training in this area. Nearly two years ago I started reading neuroscience (Norman Doidge’s “The Brain that Changes Itself”), for fun. Only twenty years ago most people in the world of neuroscience believed that the connections between the neurons in your brain were fixed by the time you were a teenager (or even younger).
The hippocampus is the gatekeeper for long term memory, in this case declarative memory (i.e. stories and experiences). Abstract Ideas We sometimes start talking about Unit Testing with a long theoretical explanation and we get blank stares from the people we’re trying to help. 50 Brain Facts Every Educator Should Know. January 27th, 2010 By Pamelia Brown The brain is perhaps the most fascinating organ in the human body. It controls everything from breathing to emotions to learning. If you work with children, here are some facts that you might find helpful, from how the brain affects learning to facts about memory to interesting facts about the brain that you can share with your students.
Unconscious learning uses old parts of the brain. Public release date: 6-Apr-2010 [ Print | E-mail Share ] [ Close Window ] Contact: Katarina Sternuddkatarina.email@example.com 46-852-483-895Karolinska Institutet A new study from the Swedish medical university Karolinska Institutet provides evidence that basic human learning systems use areas of the brain that also exist in the most primitive vertebrates, such as certain fish, reptiles and amphibians.
The study involved an investigation into the limbic striatum, one of the evolutionarily oldest parts of the brain, and the ability to learn movements, consciously and unconsciously, through repetition. "Our results strongly substantiate the theories that say that the implicit, by which I mean non-conscious, learning systems of the brain are simpler and evolutionarily older," says Associate Professor Fredrik Ullén from Karolinska Institutet and the Stockholm Brain Institute.
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