Metacognition
Quarter 1
Image Citation:
Kaili, J. Academic Growth Graph. Digital image. Metacognition. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/metacognition.html>.
Kaili, J. Academic Growth Graph. Digital image. Metacognition. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/metacognition.html>.
![Picture](/uploads/2/4/0/0/24002252/7202990.png?421)
Metacognitive skills are essential to achieving goals in life. Metacognition is defined as, by Merriam-Webster Dictionary, the awareness and understanding of one's own thought processes. In my perception of metacognition is that it is an evaluation of my own thinking and processing skills that will later be transformed to understand at a higher level of thinking. Wikipedia: The Free Encyclopedia defines metacognition as knowing about knowing; it takes many forms and includes knowledge about when and how to use specific tactics for learning and problem solving. It consists of two sections: knowledge about cognition, and regulation of cognition.
One The Cutting Edge: Professional Development for Geoscience Faculty states metacognition improves learning. There are three major steps to learn about metacognition: understanding our ability to learn is mutable with teachers, planning and goal setting, and as a student we must use our plentiful opportunities to practice monitoring our learning and adapting skills. In doing our DNA lab, we had to follow simple instructions we had to monitor and do the lab ourselves with no teacher/faculty assistance, which is a prime example of me as a student learning to become a self-learner and use self-monitoring skills to improve myself as a student. Metacognition consists of self-regulated learning, self-regulated learning is considering to expand knowledge of goals by learning and researching, planning appropriately, and monitoring your own learning to carry out your own plan as being a responsible learning technique, so we may learn how to be accountable for our own education. It will focus on your knowing your strengths and weaknesses to know how to adjust one’s learning to improve the weaknesses in your learning abilities. With our class's Decomposition Lab, this is where I was exposed to self-regulation because I had to take responsibility of my project which was a decomposing fish that we had to track week by week. Based on the facts provided by the One The Cutting Edge: Professional Development for Geoscience Faculty, it is crucial for students to learn and demonstrate metacognitive skills in life because it will teach accountability and it affects learning abilities for future use.
As a student myself, metacognition is important to realizing your failures and successes in learning. Some successes I have had with self-regulation is quality work that has been produce for classes and tests. I take the accountability to learn topics and ask questions when I do not understand what is being taught. Some failures with self-regulation that I have experienced would by my ability to have a lacked time schedule or agenda to keep myself on track. Most of the times before, teachers would provide and agenda for you to follow by, so that your time to complete work is known and the due dates for certain topics within that topic is completed with full ability so procrastination isn’t a factor. Unfortunately, with self-regulation you have to create your own agenda and structured time management so things may get done. With myself, I have experienced the downfall in self-regulation because I would procrastinate at times when I don’t focus on school, but I’d rather focus on sports or materialistic things that I own. Yet, I have learned from these failures because it awakened my thinking and learning to another level. I had to prepare myself for learning and understanding that I control because that way of learning is not so much done in high school, but currently done throughout college and a transition for that type of learning is going to be hard unless done throughout high school as well. This year I plan to increase my metacognitive skills. I will do such by taking the accountability to ask when I do not understand and having a good time managing system, so I may have a balanced schedule with school, sports, and life. Based on these eight weeks completed of the school, it depicts the importance of self-regulation because in times that I lacked knowledge it showed my ability to take control of my grades and learning so I may succeed in classes.
As a student myself, metacognition is important to realizing your failures and successes in learning. Some successes I have had with self-regulation is quality work that has been produce for classes and tests. I take the accountability to learn topics and ask questions when I do not understand what is being taught. Some failures with self-regulation that I have experienced would by my ability to have a lacked time schedule or agenda to keep myself on track. Most of the times before, teachers would provide and agenda for you to follow by, so that your time to complete work is known and the due dates for certain topics within that topic is completed with full ability so procrastination isn’t a factor. Unfortunately, with self-regulation you have to create your own agenda and structured time management so things may get done. With myself, I have experienced the downfall in self-regulation because I would procrastinate at times when I don’t focus on school, but I’d rather focus on sports or materialistic things that I own. Yet, I have learned from these failures because it awakened my thinking and learning to another level. I had to prepare myself for learning and understanding that I control because that way of learning is not so much done in high school, but currently done throughout college and a transition for that type of learning is going to be hard unless done throughout high school as well. This year I plan to increase my metacognitive skills. I will do such by taking the accountability to ask when I do not understand and having a good time managing system, so I may have a balanced schedule with school, sports, and life. Based on these eight weeks completed of the school, it depicts the importance of self-regulation because in times that I lacked knowledge it showed my ability to take control of my grades and learning so I may succeed in classes.
Works Cited:
- Merriam-Webster Dictionary. "Metacognition." Def. 1. Metacognition - Definition and More from the Free Merriam-Webster Dictionary. Merriam-Webster, Incorporated, 2013. Web. 6 Oct. 2013. <http://www.merriam-webster.com/dictionary/metacognition>.
- On The Edge: Professional Development for Geoscience Faculty. "Teaching Metacognition." Teaching Metacognition. Science Education Prizes, NAGT, NSF, Science Education Resource Center @ Carleton College, 02 Oct. 2013. Web. 06 Oct. 2013. <http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html>.
- "Self-regulated Learning." Wikipedia. Wikimedia Foundation, 08 May 2013. Web. 06 Oct. 2013. <http://en.wikipedia.org/wiki/Self-regulated_learning>.
Quarter 2
Image Citation:
Kaili, J. Academic Growth Graph. Digital image. Metacognition. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/metacognition.html>.
Kaili, J. Academic Growth Graph. Digital image. Metacognition. Weebly.com, n.d. Web. <http://jkailieportfolio.weebly.com/metacognition.html>.
![Picture](/uploads/2/4/0/0/24002252/1318294.png?432)
My academic growth graph does and does not represent my growth in my cognitive ability. According to my graph I haven't been doing well this quarter as last quarter unfortunately. My cognitive ability viewed within this line graph does not reflect my actual cognitive ability because I have learned tremendously over this eight week time period and due to not applying quickly to all classes; my grades have not shown much improvement due to my lack to application as quickly. Now, all that was learned is stored into my long term memory because I can still remember the little details that will make a big difference in learning. With projects that are similar to PBL I am able to extend my knowledge and intelligence to quicker, but if the class did not have any projects to go in depth about a topic, I was not able to quickly learn and absorb the information as I would if I did projects. An example would be AP Chemistry, in my AP Chem class we learn by lecture learning that does not provide any visuals but text. If you want to learn visually you must take the extra steps to learn on your own, but within my work schedule with sports this class have been difficult for me to comprehend unlike other classes.
Even though in my AP Chemistry class my learning seems to remain at a stop, my learning ability has expand due to being exposed to new learning techniques such as project based learning, collaboration with another student of another period, and PBL creative works. This graph does exemplify my cognitive growth because within some classes I was able to retain the information from the past quite quickly, and with doing a lot of application and projects similar to PBL, I have been able to retain knowledge and apply it to my work and tests, such as this biology quiz #7 that I took on December 5th. I was able to retain knowledge that I was exposed to frequently by projects and collaboration discussions that my learning ability and long term memory kicked in for that topic. Within my Statistics class I am able to have a long term memory of the information being taught because we get to have hands-on experience with calculators, tables and graphs, as well as collaboration for input with everyone. In my statistics class we have nine students and two teacher to help us better understand the content being taught, and with the same information being revealed to me frequently I am able to know the information firmly and memorize the processes. Also in Statistics I am able to apply everything we've learned from the past up to this point because with formulas, probability, numbers and such retained knowledge that up to this point I've reached mastery in some skills.
Based on my academic growth graph and the grades from it I was able to exemplify my cognitive skills and not exemplify my cognitive skills due to my academic performance in my variety of classes.
Even though in my AP Chemistry class my learning seems to remain at a stop, my learning ability has expand due to being exposed to new learning techniques such as project based learning, collaboration with another student of another period, and PBL creative works. This graph does exemplify my cognitive growth because within some classes I was able to retain the information from the past quite quickly, and with doing a lot of application and projects similar to PBL, I have been able to retain knowledge and apply it to my work and tests, such as this biology quiz #7 that I took on December 5th. I was able to retain knowledge that I was exposed to frequently by projects and collaboration discussions that my learning ability and long term memory kicked in for that topic. Within my Statistics class I am able to have a long term memory of the information being taught because we get to have hands-on experience with calculators, tables and graphs, as well as collaboration for input with everyone. In my statistics class we have nine students and two teacher to help us better understand the content being taught, and with the same information being revealed to me frequently I am able to know the information firmly and memorize the processes. Also in Statistics I am able to apply everything we've learned from the past up to this point because with formulas, probability, numbers and such retained knowledge that up to this point I've reached mastery in some skills.
Based on my academic growth graph and the grades from it I was able to exemplify my cognitive skills and not exemplify my cognitive skills due to my academic performance in my variety of classes.
Works Cited
- Kaili, J. Academic Growth Table Quarter 2. Digital image. Academic Growth Table - Metacognition. Weebly.com, 2013. Web. <http://jkailieportfolio.weebly.com/metacognition>.
- Michelon, Pascale, Dr. "What Are Cognitive Skills and Abilities? | SharpBrains." Weblog post. SharpBrains RSS. WordPress.com, 18 Dec. 2006. Web. <http://sharpbrains.com/blog/2006/12/18/what-are-cognitive-abilities/>.
Quarter 3
![Picture](/uploads/2/4/0/0/24002252/1187879.png?704)
My self-regulation skills this quarter was not efficient. It was not efficient because there was a period of time where I was getting behind on my grades due to lack of responsibility to do it or because of my volleyball trip. Either way this was my responsibility to get my work done and in that few week period I failed to comply, and I know in the work force this would not be considered professional work and not a logical excuse too. During the period of Week 4 to Week 7, I have been slacking on my work and trying to catch up on the workload was even harder because it was more that twice the workload than first provided to me due to absences and the putting off of work. Another reason my self-regulation skills were not efficient is because the lack of attention or importance I placed on my work because I believe I had good grades. This attitude I had achieved was basically called laziness and I became to a point where I was more stressed than needed because if I enforced the time to take upon this work earlier then the cause of my stress would be eliminated. According to parents and teachers alike, to succeed in school kids should do their homework (Gilmer, 2006). Yet, as studies performed and led by professor Harris Cooper, "the relationship between the amount of homework students do and their achievement outcomes was found to be positive and statistically significant" (Researchers of Harris Cooper, 2006). As I agree with them homework is made to help and provide a better comprehension to all students and be able to obtain the knowledge easily. With homework, according to Cooper (2006) in this case against homework, "All kids should be doing homework, but the amount and type should vary according to their developmental level and home circumstances." Based on some research and facts that have been able to prove homework as beneficial, I can conclude that my work ethic and self-regulation this third quarter of the school year has been poor; my goal ultimately for the fourth quarter is to obtain better work habits and make it consistent to complete as much homework and possible in school then finish the rest in school.
For more information about the importance about homework articles, click the links below:
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx
http://today.duke.edu/2006/03/homework.html
For more information about the importance about homework articles, click the links below:
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx
http://today.duke.edu/2006/03/homework.html
References:
1. Gilmer, K., & Duke University, (2006, March 7). Duke study: Homework helps students succeed in school, as long as there isn't too much. Duke Today. Retrieved from http://today.duke.edu/2006/03/homework.html
2. Kaili, J. Academic Growth Table Quarter 3. Digital image. Academic Growth Table - Metacognition. Weebly.com, 2013. Web. <http://jkailieportfolio.weebly.com/metacognition>.
1. Gilmer, K., & Duke University, (2006, March 7). Duke study: Homework helps students succeed in school, as long as there isn't too much. Duke Today. Retrieved from http://today.duke.edu/2006/03/homework.html
2. Kaili, J. Academic Growth Table Quarter 3. Digital image. Academic Growth Table - Metacognition. Weebly.com, 2013. Web. <http://jkailieportfolio.weebly.com/metacognition>.
Quarter 4
Looking back on my academic achievement throughout the school year, my metacognitive development has grown over time. It has grown because looking from the academic progress charts I have provided from quarter one to quarter four, I have shown a variety of grade percentages, but throughout the course of the year, I have been able to persevere and obtain knowledge that is new to me. My percentages do not correlate with how much knowledge I've gained, and I have successfully created projects that have been beneficial to my learning as well that cannot be shown through simply percentages. But through these percentages given each week, it has shown that throughout the development of the year I have struggled, but towards the end I have always been able to build back up my percentages.
Over the 33 weeks of school, I have been capable of developing more metacognitive skills such as metamemory, metacomprehension, and self-regulation. I have been able to show metacomprehension through my projects throughout the year that show most, if not complete understanding of the subjects being educated, such projects include group collaborations and PBLs. I have shown metamemory well because I succeed in most homework and tests, but my self-regulation skills, as shown have declined. According to Tools of the Mind, self-regulation affects children's ability to successfully function school (Tools of the Mind, 2014), and as a student self-regulation is needed in high school more so to create an environment that is alike to college or another schooling institution. As a result of my lack of self-regulation, my scores for tests and grades for classes have increasingly decline. I have not studied a whole lot either and this quarter was the most impacted by my lack of self-regulation and lack of effective time management. Next year, I promise to uphold all three metacognitive skills that are proven to make me become better student that is more efficient. Based on my knowledge and progress throughout the school year of 2013-2014, I conclude that my metacognitive development has grown, yet I lack certain metacognitive skills.
Over the 33 weeks of school, I have been capable of developing more metacognitive skills such as metamemory, metacomprehension, and self-regulation. I have been able to show metacomprehension through my projects throughout the year that show most, if not complete understanding of the subjects being educated, such projects include group collaborations and PBLs. I have shown metamemory well because I succeed in most homework and tests, but my self-regulation skills, as shown have declined. According to Tools of the Mind, self-regulation affects children's ability to successfully function school (Tools of the Mind, 2014), and as a student self-regulation is needed in high school more so to create an environment that is alike to college or another schooling institution. As a result of my lack of self-regulation, my scores for tests and grades for classes have increasingly decline. I have not studied a whole lot either and this quarter was the most impacted by my lack of self-regulation and lack of effective time management. Next year, I promise to uphold all three metacognitive skills that are proven to make me become better student that is more efficient. Based on my knowledge and progress throughout the school year of 2013-2014, I conclude that my metacognitive development has grown, yet I lack certain metacognitive skills.
References:
- education. (n.d.). Metacognitive Skills. Metacognitive Skills. Retrieved May 9, 2014, from http://education.purduecal.edu/Vockell/EdPsyBook/Edpsy7/edpsy7_meta.htm
- Kaili, J. (Designer). (2014, May 7). Quarter 4 Academic Progress [Web Graphic].
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Metacognition by J Kaili is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://jkailieportfolio.weebly.com/metacognition.html.