Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
47 Cards in this Set
- Front
- Back
|
It is the intentional thinking about how you think and learn.
A. Metacognition B. Metamemory C. Meta-attention D. Assessment |
A. Metacognition |
|
|
Who says, "If you teach a person what to learn, you are preparing that person for the past. If you teach a person how to learn, you are preparing for the future."
A. Curil Houle B. Cyril Hole C. Cyril Houle D. Cyriel Houle |
C. Cyril Houle |
|
|
What is the start of metacognition cycle?
A. Evaluate strengths and weaknesses B. Apply strategies C. Reflect D. Assess the task |
D. Assess the task |
|
|
What is the end of metacognition cycle?
A. Assess the task B. Reflect C. Apply strategies D. Plan the approach |
B. Reflect |
|
|
Who coined the term metacognition?
A. Jan Flavor B. John Flaveil C. John Flavell D. Jon Flawvell |
C. John Flavell |
|
|
What are the two metacognition branches? A. Metacognitive knowledge and metacognitive experience/regulations B. Metacognitive kindness and metacognitive passion C. Metacognitive awareness and cognition D. Metacognition knowledge and learning |
A. Metacognitive knowledge and metacognitive experience/regulations |
|
|
What is another term for metacognition aside from thinking about thinking? A. Learning how to love B. Learning how to write C. Learning how to learn D. Learning how to dance |
C. Learning how to learn |
|
|
It refers to higher order thinking which involves active awareness and control over the cognitive processes engaged in learning. A. Metamemory B. Metacognitive knowledge C. Metacognition D. Meta-attention |
C. Metacognition |
|
|
Refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. A. Metacognitive knowledge B. Metacognition C. Metamemory D. Meta-attention |
A. Metacognitive knowledge |
|
|
What is the first category of metacognitive knowledge? A. Task Variables B. Person Variables C. Strategy Variables D. Metacognition |
B. Person Variables |
|
|
It includes how one views himself as a learner and thinker.
A. Person Variables B. Task Variables C. Strategy Variables D. Metacognition |
A. Person Variables |
|
|
It is about knowing what exactly needs to be accomplished, gauging its difficulty and knowing the kind of effort it will demand.
A. Person Variables B. Task Variables C. Strategy Variables D. Metacognition |
B. Task Variables |
|
|
It is the awareness of specific strategies so that you can keep your attention focused on the topic or task at hand.
A. Metamemory B. Meta-attention C. Task Variables D. Person Variables |
B. Meta-attention |
|
|
It is your awareness of memory strategies that work best for you.
A. Metamemory B. Meta-attention C. Task Variables D. Person Variables |
A. Metamemory |
|
|
It is the technique that involves having spaced rest in between studying. A. Galatea Effect B. Rosenthal Effect C. Pomodoro Effect D. Piggyback song |
C. Pomodoro Effect |
|
|
True/False Strategy variables involves awareness of the strategy you are using to learn a topic and evaluating whether this strategy is effective. |
True |
|
|
True/False Metamemory is about knowing what exactly needs to be accomplished. |
False (Task Variables) |
|
|
True/False Metacognition can be developed as early as grade-8. |
False (Kindergarten) |
|
|
True/False Association is when learners relate ideas to existing knowledge in order to expand their schemata. |
True |
|
|
True/False Researchers such as that of Fang and Cax showed that metacognitive awareness was evident in preschoolers and in students as young as eight years old. |
False (Fang and Cox) |
|
|
True/False When learners come from a long summer vacation the best approach to "tune them in" is to keep them quiet before starting the class. |
False (Tune them in by letting them talk about their vacation before starting the class) |
|
|
True/False One of the teaching strategies to develop metacognition is to have students relate ideas to existing knowledge structures. |
True |
|
|
True/False Metacognition cycle have seven steps. |
False (5 steps) |
|
|
True/False PQ4R can be taught to younger students or primary grades. |
False (TQLR) |
|
|
True/False In TQLR, Q stands for queries. |
False (Question) |
|
|
True/False In TQLR, remember uses ways or strategies to recall what was learned. |
True |
|
|
True/False PQ4R can be taught to older students in the intermediate level. |
True |
|
|
True/False The strategy used to study a unit or chapter is TQLR. |
False (PQ4R) |
|
|
True/False Expert learners employ rigid strategies that may not be appropriate to the task at hand. |
False (Novice Learners) |
|
|
True/False Novice learners have a limited knowledge in the different subject areas. |
True |
|
|
Identification This is where teachers renew their license. (by points) |
CPD (Continuing professional development) |
|
|
Identification It is getting the general idea. |
Skim/skimming |
|
|
Identification Another term for existing knowledge. |
Prior knowledge |
|
|
Identification Another term for relating ideas. |
Associate/association |
|
|
Identification When given a reading task, they select information they need. |
Expert Learners |
|
|
Identification As they think they are excellent, they do not examine the quality of their work. |
Novice Learners |
|
|
Identification Before offering solution, they first ask questions like, "What is the root of the problem here?". |
Expert Learners |
|
|
Identification How many questions are there to improve metacognition? |
9 (nine) |
|
|
Identification When to ask questions like, "What worked well?". |
After |
|
|
IdentificationWhen to ask questions like, "What can I do differently?". |
During |
|
|
IdentificationWhen to ask questions like, "Is this similar to a previous task?". |
Before |
|
|
IdentificationWhen to ask questions like, "Can I apply this to other situations?". |
After |
|
|
IdentificationWhen to ask questions like, "Who can I ask for help?". |
During |
|
|
IdentificationWhen to ask questions like, "Am I on the right track?". |
During |
|
|
IdentificationWhen to ask questions like, "What do I want to achieve?". |
Before |
|
|
Enumeration Enumerate PQ4R |
Preview, Question, Read, Recite, Review, Reflect |
|
|
EnumerationEnumerate TQLR |
Tune in, Question, Listen, Remember |
