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Metamemory or Socratic awareness, a type of metacognition, is both the introspective knowledge of one's own memory capabilities (and strategies that can aid memory) and the processes involved in memory self-monitoring. [1]
The theory of metacognition plays a critical role in successful learning, and it's important for both students and teachers to demonstrate understanding of it. Students who underwent metacognitive training including pretesting, self evaluation, and creating study plans performed better on exams. [ 28 ]
Learning cycle – How people learn from experience; Mastery learning – Instructional strategy and educational philosophy; Metacognition – Self-awareness about thinking, higher-order thinking skills; Model of hierarchical complexity – Framework for scoring how complex a behavior is; Pedagogy – Theory and practice of education
Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
Meta-learning is a branch of metacognition concerned with learning about one's own learning and learning processes. The term comes from the meta prefix's modern meaning of an abstract recursion , or "X about X", similar to its use in metaknowledge , metamemory , and meta-emotion .
Modern theories of education have applied many concepts that are focal points of cognitive psychology. Some of the most prominent concepts include: Metacognition: Metacognition is a broad concept encompassing all manners of one's thoughts and knowledge about their own thinking. A key area of educational focus in this realm is related to self ...
Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
The learning material must clearly define the learning objective so learners will learn only what is important rather than redundant information. Type of learning material: In general, pictorial and literary information is learned much quicker than numerical and nonsense information.