Meta-cognitive strategies sample essay.
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hello. Corrected some areas, but the instructions say each slide should have at least 50 words.
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Education & Teaching Question
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Education and Teaching Question.docx 23 Sep, 2:44 PM
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or the second theoretical analysis you will describe and analyze an episode of learning from a cognitive or metacognitive perspective. The episode of learning may be one that you experienced or one that you observed. The episode of learning may have been successful or unsuccessful, but your analysis will provide convincing evidence that the cognitive or metacognitive perspective provides the most appropriate frame, because of what was to be learned, how the learning environment was organized, etc. Class discussions, our readings, and your own experiences will be used as evidence for your argument. The rubric is attached.
Research Rubric (1)
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeIntroduction | 15 to >10.5 pts Interesting paragraph that hooks the reader. 10.5 to >6.0 pts Paragraph presents the topic of the paper. 6 to >1.5 pts Paragraph is somewhat incomplete. 1.5 to >0 pts No introductory paragraph. | 15 pts |
| This criterion is linked to a Learning OutcomeConclusion | 15 to >10.5 pts There is an interesting conclusion that wraps up the paper. 10.5 to >6.0 pts There is a conclusion that mostly restates main points to effectively close the paper. 6 to >1.5 pts Incomplete conclusion paragraph. 1.5 to >0 pts No concluding paragraph. | 15 pts |
| This criterion is linked to a Learning OutcomeBody Paragraph #1 | 10 to >7.0 pts Paragraph supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 7 to >4.0 pts Paragraph mostly supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 4 to >1.0 pts Paragraph lacks support and/or development of the paragraph’s topic. 1 to >0 pts Paragraph lacks unity and/or coherence. | 10 pts |
| This criterion is linked to a Learning OutcomeBody Paragraph #2 | 10 to >7.0 pts Paragraph supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 7 to >4.0 pts Paragraph mostly supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 4 to >1.0 pts Paragraph lacks support and/or development of the paragraph’s topic. 1 to >0 pts Paragraph lacks unity and/or coherence. | 10 pts |
| This criterion is linked to a Learning OutcomeBody Paragraph #3 | 10 to >7.0 pts Paragraph supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 7 to >4.0 pts Paragraph mostly supports and develops the paragraph’s topic and doesn’t contain extraneous ideas. 4 to >1.0 pts Paragraph lacks support and/or development of the paragraph’s topic. 1 to >0 pts Paragraph lacks unity and/or coherence. | 10 pts |
| This criterion is linked to a Learning OutcomeGrammar | 10 to >7.0 pts There are 5 or fewer grade-level grammar mistakes. 7 to >4.0 pts There are 6-10 grade-level grammar mistakes. 4 to >1.0 pts There are 11-15 grade-level grammar mistakes. 1 to >0 pts There are 16 or more grade-level grammar mistakes. | 10 pts |
| This criterion is linked to a Learning OutcomeSpelling | 10 to >7.0 pts There are 5 or fewer grade-level spelling mistakes. 7 to >4.0 pts There are 6-10 grade-level spelling mistakes. 4 to >1.0 pts There are 11-15 grade-level spelling mistakes. 1 to >0 pts There are 16 or more grade-level spelling mistakes. | 10 pts |
| This criterion is linked to a Learning OutcomeElements of Research | 10 to >7.0 pts The writer provides facts and quotations from all three sources. “Sources” are the class textbook and readings. 7 to >4.0 pts The writer provides facts and quotations from two sources. 4 to >1.0 pts The writer provides facts and quotations from one source. 1 to >0 pts The writer provides opinions. | 10 pts |
| This criterion is linked to a Learning OutcomeBibliography Page | 10 to >7.0 pts Page includes a complete and correct list of sources. 7 to >4.0 pts Page includes a complete list of sources. 4 to >1.0 pts Page includes a incomplete or incorrect list of sources. 1 to >0 pts Page is missing. | 10 pts |
| Total Points: 100 |
Requirements: A few paragraphs
Education and Teaching Question
Student’s Name
Institutional Affiliation
Education and Teaching Question
According to Djudin (2017), “Metacognition is thinking about your thinking as you are thinking to improve your thinking.” It is being aware of and controlling one’s thinking processes, what one knows and what they do not know. Notably, it is managing one’s thinking. Also, metacognition is “thinking about thinking” (Yue, 2020). Additionally, Winnie (2021) asserts that “What learners know significantly shapes what they learn.”
I once observed an episode of learning in a psychology class concerning The Empty Chair Technique, a psychology technique. The lecturer asked for a volunteer who had a constrained relationship with their father. Two seats were placed in front of the classroom facing each other. One girl volunteered, and the lecturer asked her to sit down and converse with her father, who was seated on the empty chair in imagination. The conversation would be as to why she thinks the relationship with her father is constrained. The girl highlighted several issues from childhood that her dad did, for instance, disciplining her in public and refusing to defend her from bullies in school and the neighborhood.
The girl felt hurt by her dad and always thought that she could not trust him and he did not quite care about her. The lecturer made her aware that she had perhaps never forgiven her dad, bringing the strained relationship. The father could also be unaware that he had hurt her in that manner. Reconciliation was done through the girl talking while taking turns as the dad and the girl simultaneously, expressing emotions and ways to heal and better their relationship.
It was a successful metacognitive learning episode. We learned that we could use metacognition to deal with underlying issues in our lives that we are aware or unaware of that bring constrained relationships with family, friends, and neighbors. The learning environment was conducive and enlightening, contributing to the success of the learning episode and making metacognition the most appropriate frame. According to Yue (2020), metacognition improves learner’s self-awareness. Indeed our self-awareness was enhanced through that learning episode.
References
Djudin, T. (2017). Using metacognitive strategies to improve reading comprehension and solve a word problem. Journal of Education, Teaching and Learning, 2(1), 124-129.
Winne, P. H. (2021). Cognition, Metacognition, and Self-Regulated Learning. In Oxford Research Encyclopedia of Education.
Yue, C. L. (2020). Improving learner metacognition and self-regulation. COPYRIGHT AND OTHER LEGAL NOTICES, 95.