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32 Cards in this Set
- Front
- Back
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I. MULTIPLE CHOICE 1. Research such as that of fang and cox showed that metacognitive awareness was evident in preschoolers and in students as young as eight years old. A. Novice and Expert Learning B. Meta Development C. Metacognition D. Meta cognitive knowledge |
B. Meta Development |
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2. Consist metacognitive knowledge and metacognitive experiences or regulation. A. Metacognitive knowledge B. Metamemory C. Meta-attention D. Metacognition |
D. Metacognition |
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3. Involves awareness of the strategy you are using to learn a topic or evaluating whether this strategies is effective. A. Task variables B. Novice Learning C. Strategy variable D. Expert Learning |
C. Strategy Variable |
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4. The awareness of specific strategies that you can keep your attention focus on the topic or task at hand. A. Meta memory B. Meta - attention C. Meta - developmet D. Meta cognition knowledge |
B. Meta - attention |
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5. Refers to knowledge about human beings learn and process information A. Aspects of learning B. Experts learning C. Knowledge of person variables D. Strategy variables |
C. Knowledge of person variables |
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6. Knowledge said to be metacognitive if it is keenly used in an purposeful manner to ensure that a goal is met. A. Omrod B. Huitt C. Teaching strategies to develop metacognition D. Metacognition |
C. Teaching strategies to develop metacognition |
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7. Refers to higher order thinking involves active awareness and control over the cognitive process engaged in learning A. Expert Learning B. Metacognition C. Metamemory D. Meta attention |
B. Metacognition |
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8. Have a deeper knowledge in different subject areas A. Task variables B. Meta cognitive C. Novice Learning D. Expert Learning |
D. Expert Learning |
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9. Satisfied at just scratching the surface; hurriedly gives a solution to problem. A. Novice Learning B. Meta - attention C. Strategy variables D. Meta memory |
A. Novice Learning |
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10. A very important factor that separate these two types of learners mentioned is metacognition A. Metacognition B. Expert learners C. Novice and Expert learners D. Novice learners |
C. Novice and Expert learners |
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II. H or O Write O for Omrod and H for Huitt. 1. What did i know about this subject, topic, issue? |
H |
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2. How can i spot an error if i make one? |
H |
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3. Knowing the limits of one's own learning and memory capacities. |
O |
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4. Do i know what i need to know? |
H |
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5. Monitoring one's own knowledge and comprehension. |
O |
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6. Using effective strategies for retrieval or previously stored information. |
O |
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7. Planning an approach to learning task that is likely to be successful. |
O |
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8. How much time will i need to learn this? |
H |
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9. Knowing which learning strategies are effective and which are not. |
O |
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10. Did i understand what i just heard, read or saw? |
H |
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III. IDENTIFICATION SET A 1. Show students how to transfer knowledge, attitudes, values, skills to other situation or task
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Teaching strategies fo develop metacognition |
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2. Is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand |
Task variable |
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3. Is your awareness of memory strategies that work best for you |
Metamemory |
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4. They were able to differentiate expert learners from novice learners |
Novice snd Expert learners |
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5. Children already may have the capacity to be more aware and reflective of their own learning |
Metacognition development |
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IDENTIFICATION SET - Identify if it is Novice learning or Expert Learning 1. Check their errors and redirect their efforts to maintain quality output |
Expert Learning |
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2. Design new strategies that would be appropriate to the task at hand. |
Expert Learning |
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3. Have limited knowledge in the different subject areas |
Novice Learning |
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4. Attempts to process all information they receive |
Novice learning |
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5.Do not examine the quality of their works, nor stop to make revisions. |
Novice Learning |
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IV. ENUMERATION 1. Enumerate the meaning of TQLR. T- Q- L- R- |
T- Tune in Q- Question L- Listen R- Remember |
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Enumerate the meaning of PQ4R. P- Q- R- R- R- R-
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P- Preview Q- Question R- Read R- Recite R- Review R- Reflect |
