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Metacognition and self directed learning. Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". [1]
Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1] This self-awareness of memory has important implications for how people learn and use memories.
It entails an individualized program of specific skills training and practice plus metacognitive strategies. Metacognitive strategies include helping the patient increase self-awareness regarding problem-solving skills by learning how to monitor the effectiveness of these skills and self-correct when necessary.
Reciprocal teaching is a powerful instructional method designed to foster reading comprehension through collaborative dialogue between educators and students. Rooted in the work of Annemarie Palincsar, this approach aims to empower students with specific reading strategies, such as Questioning, Clarifying, Summarizing, and Predicting, to actively construct meaning from text.
Metacognitive therapy (MCT) is a psychotherapy focused on modifying metacognitive beliefs that perpetuate states of worry, rumination and attention fixation. [1] It was created by Adrian Wells [2] based on an information processing model by Wells and Gerald Matthews. [3] It is supported by scientific evidence from a large number of studies. [4] [5]
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Rolheiser and et al. (2000) assert that "Reflection is linked to elements that are fundamental to meaningful learning and cognitive development: the development of metacognition – the capacity for students to improve their ability to think about their thinking; the ability to self-evaluate – the capacity for students to judge the quality of ...
Student achievement Students with and without learning disabilities improve achievement across content areas and grade levels. [11] Thinking and learning skills; critical thinking When students develop and use a graphic organizer their higher order thinking and critical thinking skills are enhanced. [11]