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Examples of control processes are allocating study time and selecting search strategies, and examples of monitoring processes are ease of learning (EOL) and feeling of knowing (FOK) judgments. Monitoring and control might be further divided into subprocesses depending on the types of inputs, computations, and outputs required at different ...
Metacognition and self directed learning. Metacognition is an awareness of one's thought processes and an understanding of the patterns behind them. The term comes from the root word meta, meaning "beyond", or "on top of". [1]
On January 11, 2016, the board of the Association of College and Research Libraries adopted the Framework for Information Literacy, which draws upon the concept of metaliteracy as inextricably linked to the domains of "behavioral, affective, cognitive, and metacognitive engagement with the information ecosystem."
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 .
Each log is a unique record of the child's thinking and learning. The logs are usually a visually oriented development of earlier established models of learning journals, which can become an integral part of the teaching and learning program and have had a major impact on their drive to develop a more independent learner.
Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence.
Decoding the Disciplines is a process intended to increase student learning by narrowing the gap between expert and novice thinking. The process seeks to make explicit the tacit knowledge of experts and to help students master the mental actions they need for success in particular courses.