COGNITIVE AND METACOGNITIVE STRATEGIES

COMPOSITION II

YAMID ALVAREZ ALARCON JESSICA BEGAMBRE PEREZ CARLOS PACHECO MARTINEZ

LIC.ARGEMIRO AMAYA VUELVAS

UNIVERSIDAD DE CORDOBA 30-08-2011

Questions:

1. What is involved in Cognitive and Metacognitive processes?

2. Cognitive and Metacognitive strategies A. How can both help the ESL reading process? B. Write some commonalities and distintiveness C. Write a Taxonimy of them D. Try to find a porpuse for every of them
3. ``rehearsal`` ``elaboration`` y ``organizational`` (Mckeachie, pintrich lin &

smith, 1986, Printich 1989; Printich and the Groot , 1990) citas por Printich 1989.
4. Are Metacognitve strategies outsides cognitives processes? Are they other kind

of cognitive strategies? 5. What is Metacognitive knowledge? It is said to be split into two knowledge, which are they? Explain them. Have clear what both knowledge are about and how they diferr from each other?

1. One of the things that the cognitive process involved is to relate the information being acquired with information that was previously purchased. Metacognition involves knowledge of one's cognitive activity and control over that activity. That is, to know and control. 1. Knowing your cognition means becoming aware of how our way of learning. For example, knowing what to extract the main ideas from a text help estudents to improve understanding 2. the cognitive activities involve planning, control and evaluate the intellectual process results. Flavell John, 1976 http://www.talentosparalavida.com/aula28.asp 2. A and D COGNITIVE STRATEGIES Orienting Strategies Student's attention is drawn to a task through teacher input, highlighted material, and/or student self-regulation. Specific Aids for Attention Student's attention is maintained by connecting a concrete object or other cue to the task. Specific Aids for Problem-Solving or Memorization Student's problem-solving is enhanced by connecting a concrete object or other cue to the task. Rehearsal Student practices (rehearses) target information through verbalization, visual study, or other means. Elaboration Student expands target information by relating other information to it (ex. creating a phrase, making an analogy). Transformation Student simplifies target information by converting difficult or unfamiliar information into more manageable information.

Imagery Student transforms target information by creating meaningful visual, auditory, or kinesthetic images of the information. Mnemonics Student transforms target information by relating a cue word, phrase, or sentence to the target information. Organization Student categorizes, sequences or otherwise organizes information for more efficient recall and use. Plan / Organize: Before beginning a task: Set goals. Plan the task or content sequence. Plan how to accomplish the task(choose strategies). Preview a text. Monitor / Identify Problems: While working on a task: Check your progress on the task. Check your comprehension as you use the language. Do you understand? If not, what is the problem? Check your production as you use the language. Are you making sense? If not, what is the problem? Evaluate: After completing a task: Assess how well you have accomplished the learning task. Assess how well you have used learning strategies. Decide how effective the strategies were. dentify changes you will make the next time you have a similar task to do. Manage Your Own Learning: Determine how you learn best. Arrange conditions that help you learn.

 Seek opportunities for practice. Focus your attention on the task. CALLA Content and Language Learning Strategies 2006 Anna Uhl Chamot 2 A.The use of cognitive strategies can increase the efficiency and confidence with which the learner approaches a learning task, as well as his/her ability to develop a product, retain essential information, or perform a skill. While teaching cognitive strategies requires a high degree of commitment from both the teacher and learner, the results are well worth the effort. The study of metacognition has provided educational psychologists with insight about the cognitive processes involved in learning and what differentiates successful students from their less successful peers. It also holds several implications for instructional interventions, such as teaching students how to be more aware of their learning processes and products as well as how to regulate those processes for more effective learning. B. Cognitive vs. Metacognitive Strategies Commonalities and Distintiveness Most definitions of metacognition include both knowledge and strategy components; however, there are a number of problems associated with using such definitions. One major issue involves separating what is cognitive from what is metacognitive. What is the difference between a cognitive and a metacognitive strategy? Can declarative knowledge be metacognitive in nature? For example, is the knowledge that you have difficulty understanding principles from bio-chemistry cognitive or metacognitive knowledge? Flavell himself acknowledges that metacognitive knowledge may not be different from cognitive knowledge (Flavell, 1979). The distinction lies in how the information is used. Recall that metacognition is referred to as "thinking about thinking" and involves overseeing whether a cognitive goal has been met. This should be the defining criterion for determining what is metacognitive. Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text). Metacognitive experiences usually precede or follow a cognitive activity. They often occur when cognitions fail, such as the recognition that one did not understand what one just read. Such an impasse is believed to activate metacognitive processes as the learner attempts to rectify the situation (Roberts & Erdos, 1993). Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending

on what the purpose for using that strategy may be. For example, you may use a selfquestioning strategy while reading as a means of obtaining knowledge (cognitive), or as a way of monitoring what you have read (metacognitive). Because cognitive and metacognitive strategies are closely intertwined and dependent upon each other, any attempt to examine one without acknowledging the other would not provide an adequate picture. Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met. For example, a student may use knowledge in planning how to approach a math exam: "I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable)." Simply possessing knowledge about one's cognitive strengths or weaknesses and the nature of the task without actively utilizing this information to oversee learning is not metacognitive.

C. TAXONOMY

According to Wenden (1991) metacognitive strategies are mental operations or procedures that learners use toregulate their learning. They are directly responsible for the execution of a writing task and include three mainkinds: planning, evaluating and monitoring. Cognitive strategies are mental operations or steps used by learners to learn new information and apply it to specific learning tasks. They are used to deal with the obstacles encountered along the way. They are auxiliary strategies that aid in the implementation of the

metacognitive strategies. In contrast to the metacognitive strategies, the function of cognitive strategies is narrower in scope. Wenden (1991 ) 3. There are different types of learning demands upon college students. Some academic tasks require recall of specific terms or facts. Rehearsal is a study strategy for learning discrete information. Elaboration helps students build connections between ideas by stressing connections between the ideas already known and their currently learning experience. Organization accomplishes this through study strategies such as clustering, outlining, and distinguishing between the main ideas and supporting ideas in a text or lecture. Two additional learning strategies identified and assessed in the current study were peer learning and seeking help. Pintrich, P. R., & DeGroot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulator processes, (Vol. 7). Greenwich, CT: JAI Press. Pintrich, P. R., McKeachie, W. J., and Smith, D. (1989) The Motivated Strategies for Learning Questionnaire. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. DOUGLAS J. LYNCH, PH. D. Wilkes University Memory Strategies: Watch for: amount of information remembered; number of spontaneous strategies used; response to suggested strategies; description of strategies. Strategies are: Rehearsal repeats information over and over, copies it (older children only). Organizationsorts or groups items (rearrange the spelling list so that similar words are together). Organizing objects in semantic categories (using words) rather than associations (what goes with this) is more mature. Elaborationmakes connections and relationships between new information and prior knowledge and experience (I saw a frog just like that one at the zoo; That word looks kind of like thin except it has a k at the end). Adapted from: Beihler & Snowman, 2004; Berk, 2006; Blair, 2002; Berliner & Rosenshine, 1987; Bjorklund, 2004; Brown, 1991; Clark & Clark, 1977; Cole, Cole, & Lightfoot, 2004; Corno, 1987; Feldman, 2001; Gage & Berliner, 1998; Grabe, 1986; Oates & Grayson, 2004; Ormrod, 2002; Phye & Andre, 1986; Resnick & Resnick, 1992; Slavin, 2005; Sternberg & Williams, 2001; Winne & Marx, 1987; Woolfolk, 2003. 4. ``Nada de lo que hacemos es independiente del proceso cognitivo, sea o no sea captado por la conciencia del individuo. Puesto que muchos de estos procesos se dan ms all de ella. `` Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulation (Brown, 1987). Metacognitive strategies are sequential processes that one uses to control cognitive activities, and to ensure that a cognitive goal (e.g.,

understanding a text) has been met. These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities. Within the complex world of cognitive process, we find that their basic characteristics are the ability to relate and representations. And this especially given the prominence they play in human action. Indeed, nothing we do is independent of the cognitive process, whether or not captured by the individual conscience. Since many of these processes are beyond it. In the process tends to relate cognitive infinite elements. And actual experience, for example, recalls an earlier one has something that allows us to establish the relationship. Faced with the world we understand the extent to which items of information we capture when they relate to others. The simplest example is to recognize, as when we see a person and know who she is and what it means to us. Indeed, nothing makes sense to us unless we associate information that we have accumulated through our life experience. As for social life, all our actions derive from the relationships we establish between what happens at the time and other events in the past, including information provided by others. http://www.relaciones-humanas.net/cognitivo.html 5. Conceptual Knowledge Knowledge rich in relationships and understanding It is a connected web of knowledge, a network in which the linking relationships are as prominent as the discrete bits of information. Examples concepts square, square root, function, area, division, linear equation, derivative, polyhedron By definition, conceptual knowledge cannot be learned by rote. It must be learned by thoughtful, reflective learning. Is it possible to have conceptual knowledge/understanding about something without procedural knowledge? Procedural Knowledge Knowledge of formal language or symbolic representations Knowledge of rules, algorithms, and procedures Can procedures be learned by rote? Is it possible to have procedural knowledge about conceptual knowledge?

Conceptual knowledge refers to a persons representation of the major concepts in a system. Examples include being able to answer questions such as, "What is the difference between the units-column and the tens-column in two-column addition problems such as 39+45=___? Conceptual Knowledge

Knowledge rich in relationships and understanding It is a connected web of knowledge, a network in which the linking relationships are as prominent as the discrete bits of information. Examples concepts square, square root, function, area, division, linear equation, derivative, polyhedron By definition, conceptual knowledge cannot be learned by rote. It must be learned by thoughtful, reflective learning.

Is it possible to have conceptual knowledge/understanding about something without procedural knowledge? Factual knowledge Factual knowledge is essential to extraction of information from electronic records in order to determine document types, summarize documents, and summarize record series. It is also essential extracting content from documents in order to determine whether documents are personal/political records or might have FOIA or PRA restrictions on their release to the public.