However not may have been taught and encourage to

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However, not may have been taught and encourage to apply metacognition.
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Teaching strategies to develop metacognition; Have students monitor their own learning and thinking Have students learn study strategies Have students make predictions about information to be presented next based on what they have read Have students relate ideas to existing knowledge structures. Have students develop questions; ask questions of themselves, about what’s going on around them. Help students to know when to ask for help. Show students how to transfer
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NOVICE AND EXPERT LEARNERS - In the last twenty years, cognitive psychologists have studied the distinctions among learners in the manner they absorb or process information.They were able to differentiate expert learners from novice learners. A very important factor that separate these two types of learners mentioned is metacognition. Expert learners employed metacognitive strategies in learning .They were more aware of their learning process as they read, studied and did problem solving. Experts learners monitored their learning and consequently adjusted
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Differences Between Novice and Expert Learners Aspects of Learning Novice Learning Expert Learning Knowledge in different *have limited knowledge *have a deeper subject in the different subject areas knowledge in different subject areas because they look for interrelationshi ps in things they learn Problem solving *satisfied at just scratching the surface; hurriedly gives a solution to the problem *first try to understand the problem, look for boundaries, and create a mental picture of the problem Learning\thinking *employ rigid strategies *design new strategies Strategies that may not be appropriate to the that would be appropriate to the
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Examples of teaching strategies to develop metacognition 1. Students monitor their own learning and thinking. (Examples: have student monitor a peer’s learning/thinking/behaving in dyad.) 2. Teach students study or learning strategies. TQLR – can be taught to younger students. A metacognitive strategy before listening to a story
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T – Tune in. Learner should be aware if he is paying attention and he is ready to learn. Q – Question. Learner is given questions or he thinks of questions about what he will soon learn. L – Listen. The learner exerts effort to listen. He becomes aware if he is momentarily detracted and goes back to listen again. R – Remember . The learner uses ways or strategies to remember what was
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PQ4R – Usually for older students in the intermediate and onwards. - Used to study a unit or chapter. P – Preview . Scan the whole chapter before delving on each paragraph. Q – Question. Read the guide questions provided, or think of your own questions about the topic. R – read. Highlight important words or phrases. Find out the meaning of words that are not clear to you.
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R- Recite. Work on answering the questions you had earlier. R – Review. Pinpoint topics you may need to go back to and read in order to understand better.
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