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Essay / Research Paper Abstract
A 6 page overview of the process of metacognition and how it relates to the learning process. The process of metacognition can be broken into two broad components: the understanding of what is required to solve a problem and effecting the appropriate strategies to solve that problem. While metacognition is an inherent process for average and advanced learners, metacognitive skills must be taught to learning disabled students. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: AM2_PPmetaCg.rtf
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Unformatted sample text from the term paper:
with mild to moderate learning difficulties. One of these strategies is metacognition. The concept of metacognition is also referred to as "metamemory, executive processing, comprehension monitoring and metacomprehension"
(Beitz, 1996). The process of metacognition can be broken into two broad components: the understanding of what is required to solve a problem and effecting the appropriate strategies
to solve that problem. Modern educators have utilized metacognitive strategies in a number of learning environment ranging from college classes to elementary instruction.
Far from being a new innovation, these concepts date back to the seventeenth century and the words of Spinoza which referenced the ability to "know how one knows" (Beitz,
1996). More specifically, metacognition involves: "a self-communication process in which a person engages before,
during, and after performing a task. It involves knowing what one knows, knowing when and how one comes to know it, and using strategic thinking" (Beitz, 1996).
The employment of metacognitive techniques in the learning environment often involves a diversity of instructional strategies
as well as "monitoring, analyzing, predicting, planning, evaluating, and revising to complete a task" (Beitz, 1996). DeBettencourt (1999) includes memorization techniques, self-monitoring, and assertive discipline among metacognitive instructional strategies.
Swanson and de la Paz (1998) analyze the effectiveness of metacognitive strategies in teaching reading comprehension to learning disabled students. They observe
that proficient readers naturally employ strategies such as considering the application of what they are reading to their own lives while they are reading and looking back to find details
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