Mastering Metacognition

Avery, Daniel, and Sophia are discussing their study habits. Avery mentions that she often thinks about how she is thinking while she is studying. Daniel is curious and asks, 'What is this process called?'

• The study of meteorological phenomena

• The process of learning new languages

• The awareness and understanding of one's thought processes is called Metacognition

• The ability to solve mathematical problems quickly

Tags

CCSS.RI.5.10

CCSS.RI.6.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

Abigail, Aria, and Ava are studying for their final exams. Which of the following actions by Ava is an example of using metacognition?

• Ava memorizing facts for the test

• Ava planning how to approach studying for the test

• Ava reading a book for entertainment

• Ava listening to music while jogging

Hannah, Grace, and Aiden are discussing the importance of reflecting on their own thinking. According to them, why is it important?

• It can help improve their memory

• It can make them more creative

• It helps them understand how they learn best

• It is a requirement for all their school subjects

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CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.6.6

CCSS.RL.7.6

CCSS.RL.8.6

When Mia and Benjamin are studying for their final exams and monitoring their own learning, they are likely to do which of the following?

• Ignore mistakes and continue studying

• Adjust their strategies based on what is and isn't working

• Focus only on the easiest material

• Study without reviewing their progress

Tags

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

During a group study session, Luna, Aria, and Harper were discussing about cognitive processes. According to them, what does a cognitive process mean?

• A physical exercise that Luna does to improve her brain function

• A method of social interaction that Aria uses

• A mental process that involves Harper in thinking, knowing, remembering, and communicating

• A way of programming computers that Luna, Aria, and Harper learned

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CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

In a study group, Kai, Mia, and Nora are using different strategies to understand a complex topic. Which of the following activities by one of them would NOT be considered a metacognitive strategy?

• Kai self-questioning to check his understanding

• Mia creating a mind map to organize her thoughts

• Nora re-reading a text without questioning its content

• Kai keeping a learning journal

Tags

CCSS.RI.6.10

CCSS.RI.7.10

CCSS.RL.6.10

CCSS.RL.7.10

CCSS.RL.8.10

Grace, Daniel, and Abigail are studying for an exam. They decide to use metacognitive strategies. What is the purpose of this approach?

• To make their study sessions more difficult and challenging

• To help them memorize facts more quickly

• To improve their understanding and problem-solving skills

• To reduce the amount of time they spend on studying

Isla, Elijah, and Anika are studying for their upcoming test. Which question would a metacognitively aware student like Anika ask herself?

• What grade did I get on the last test?

• How does this new information fit with what I already know?

• How long is the next chapter I need to study?

• Who else is in my study group?

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

Michael, Aiden, and James are studying for an exam. Michael is reading about different cultures and societies, Aiden is memorizing facts about various subjects, and James is consciously adapting his learning style and strategies. Who is being metacognitively aware?

• Michael, who is learning about different cultures and societies

• Aiden, who is memorizing facts about various subjects

• James, who is consciously adapting his learning style and strategies

• All of them, as they are aware of global environmental issues

Elijah is working on a complex math problem and Nora suggests him to use metacognition. How can metacognition help Elijah with his problem-solving?

• By providing all the answers to Elijah's math problems

• By allowing Elijah to work faster without thinking

• By helping Elijah to plan, monitor, and evaluate his approach to the math problem

• By encouraging Elijah to give up when a math problem is too hard