Educ 1203 (Module 2)

Front 1

Where teachers renew their license? (by points)

Back 1

CPD - Continuing Professional Development

Front 2

In CPD, how many points needed to renew the license?

Back 2

Atleast 15 points for 3 years

Front 3

Who coined metacognition?

Back 3

John Flavell

Front 4

Metacognition consist of 2 aspects.

Back 4

Metacognitive Knowledge

Metacognitive Experiences or regulation

Front 5

What is metacognition?

Back 5

Thinking about thinking or

Learning how to learn

Front 6

Why do we need metacognition?

Back 6

To have good outcome

Front 7

This is how you intentional thinking about "how" you think and learn.

Back 7

Metacognition

Front 8

Examples of metacognition questions

Back 8

Why is it difficult to learn?

What will I do to learn this easily?

Front 9

This is an effect that states "5 mins study, 5 mins relax or 10 mins study and 10 mins relax"

Back 9

POMODORO Effect

Front 10

It is believing to succeed or accomplishing hard tasks first then easy tasks next.

Back 10

Self Efficacy

Front 11

What are the 3 categories of metacognitive knowledge?

Back 11

Person Variables

Task Variables

Strategy Variables

Front 12

An example of how one views himself as a learner or thinker.

Back 12

Person Variables

Front 13

It depends on moods, traits, or on what works for you as a learner.

Back 13

Person Variables

Front 14

Nature of the task, processing it requires.

Back 14

Task Variables

Front 15

It depends on level of difficulty, deadlines, and requirements.

Back 15

Task Variables

Front 16

Knowing what kind of effort it will demand

Back 16

Task Variables

Front 17

Involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective

Back 17

Strategy Variables

Front 18

2 branches of Strategy Variables

Back 18

Meta-attention

Meta-memory

Front 19

It is the awareness of specific strategies so that you can keep your attention focused.

Back 19

Meta-attention

Front 20

It is the awareness of memory strategies that work best for you.

Back 20

Meta-memory

Front 21

What are the examples of meta memory strategies?

Back 21

Flashcards, mnemonics, chunking, piggyback song, peg system, and teach concept to others

Front 22

Examples of meta-attention

Back 22

POMODORO effect

Alarm

Setting self-deadlines

Front 23

What RE RES VOC stands for?

Back 23

Receiving, responding, valuing organizing, characterization

Front 24

What is OSLEA stand for?

Back 24

Objective, subject matter, lesson proper, evaluation, assessment

Front 25

What are the metacognition cycle?

Back 25

Assess the task

evaluate strengths and weaknesses plan the approach

apply strategies

reflect

Front 26

Why do we need metacognition cycle?

Back 26

To be a lifelong learners

Front 27

It is how how you realize, critic and judge something

Back 27

Evaluate strengths and weaknesses

Front 28

It is using the "lay down techniques, mindmap and memorize the approach"

Back 28

Plan the approach

Front 29

Is applying the strategies on what you are doing

Back 29

Plan the approach

Front 30

It includes assessing yourself, and questioning how or why to yourself

Back 30

Reflect

Front 31

In k to 12 curriculum grade one should be at age?

Back 31

6 years old or will turn 6 years old

Front 32

Who says that metacognitive awareness was evident in preschoolers?

Back 32

Fang and Cox

Front 33

Fang and cox showed that ___ was evident in preschoolers or student as young as 8 years old

Back 33

Metacognitive Awareness

Front 34

Pupil develop ___ in early as kinder or 8 years old

Back 34

Critical thinking

Front 35

What is the other term on assessment as learning?

Back 35

Self-assessment

Front 36

It is looking for general idea.

Back 36

Skim / skimming

Front 37

It is looking for pictures headings or titles.

Back 37

Survey

Front 38

What is the other term of monitor?

Back 38

Check

Front 39

What is the other term on existing knowledge?

Back 39

Prior knowledge

Front 40

What is the other term for relating ideas?

Back 40

Associate

Associate to expand schemata

Front 41

This can be taught to younger students or primary students.

Back 41

TQLR (tune in) (question) (listen) (remember)

Front 42

It is a metacognitive strategy before listening to a story or a presentation.

Back 42

TQLR

Front 43

This is first important for the learner himself to be aware that he is paying attention and that he is ready to learn.

Back 43

Tune In

Front 44

Learner is given questions or he thinks of questions about he will soon learn.

Back 44

Question

Front 45

Intentionally exerts afford to listen.

Back 45

Listen

Front 46

Learner uses ways or strategies to recall what was learned

Back 46

Remember

Front 47

What causes short attention span?

Back 47

Technology

Front 48

It is use for older students in the intermediate level.

Back 48

PQ4R

Front 49

What is PQ4R stands?

Back 49

Preview, question, Read, recite, review, reflect

Front 50

It is about scanning the whole chapter before delving on each paragraph.

Back 50

Preview

Front 51

It is about reading the guide questions provided or think of your own questions about the topic.

Back 51

Question

Front 52

It is about checking out subheadings and finding out the meaning of words that are not clear to you.

Back 52

Read

Front 53

It is working on answering the questions you had earlier.

Back 53

Recite

Front 54

It is about pinpointing topics you may need to go back and read in order to understand better.

Back 54

Review

Front 55

It is thinking about what you read. Thinking about the main topics you learned.

Back 55

Reflect

Front 56

What kind of learner have limited knowledge in the different subject areas?

Back 56

Novice Learner

Novice Learning

Front 57

What kind of learner that have deeper knowledge in different subject areas because they look for internationships and things they learn.

Back 57

Expert learners

Front 58

A learner that is satisfied at just scratching the surface hardly gives a solution to the problem.

Back 58

Novice Learner

Front 59

A learner trying to understand the problem look for boundaries and create a mental picture of the problem

Back 59

Expert learner

Front 60

A learner that employs rigid strategies that may not be appropriate to the task at hand

Back 60

Novice Learner

Front 61

A learner that designs new strategies that would be appropriate to the task at hand

Back 61

Expert Learner

Front 62

A learner that attempts to process all information they receive

Back 62

Novice Learner

Front 63

A learner that selects important information to process; able to break down information to manageable chunks

Back 63

Expert Learner

Front 64

A learner that do not examine the quality of their work, nor stop to make revisions

Back 64

Novice Learners

Front 65

A learner that check their errors and redirect their efforts to maintain quality output

Back 65

Expert learners

Front 66

It is your thinking activities and processes.

Back 66

Cognition

Front 67

It refers to acquired knowledge about cognitive process, knowledge that can be used to control cognitive processes.

Back 67

Metacognitive Knowledge

Front 68

It refers to higher thinking which involves active awareness and control over the cognitive process engage in learning.

Back 68

Metacognition

Front 69

It is about knowing what exactly means to be accomplished, gauging it's difficulty and knowing the kind of effort it will demand.

Back 69

Task Variables