Midterm Examination

What distinguishes novice learners from expert learners?

• Novice learners have poor learning strategies; expert learners apply metacognitive strategies effectively.

• Novice Learners: Typically possess poor learning strategies; expert learners have limited knowledge in the different subject areas

• Novice Learners: constantly monitor their learning ; expert Learners effectively apply metacognitive strategies

• All of the answers are correct

What is the 'P' in the PQ4R learning strategy?

• Pause

• Present

• Preview

• Plan

The term 'Metacognition' was coined by ___________.

• John Flavell

• John Watson

• John Dewey

• John Prats

Which type of variable/s is/are classified as Person Variables?

• Nature of the task

• Monitoring understanding

• Knowledge of cognitive strategies

• Understanding strengths and weaknesses

According to John Flavell, metacognition consists of metacognitive knowledge and metacognitive experience or regulation. This simply means ___.

• "thinking about thinking" or "learning how to learn"

• learning focuses on the accumulation of verbalized information

• knowing what to learn through reading books and other vicarious experiences

• learning by rote and memorization with emphasis on knowledge of specific facts

The process of metacognition helps every learner how to learn effectively. Which of the following statements is NOT a result of metacognition?

• It teaches the learner to know what to learn.

• It makes the learner realize his strengths and weaknesses in learning.

• It trains the learner how learn on his own more efficiently and effectively.

• It develops the learner's self-motivation to learn and improves his study habits.

The following are all examples of metacognitive strategies EXCEPT:

• Critiquing

• Evaluating Work

• Predicting outcomes

• Taking dictation while the teacher speaks

The goal of teaching metacognitive strategies is to:

• Teach students how to excel on standardized tests.

• Have all students solve problems the same way.

• Give students one more thing to have to learn.

• Create independent, empowered thinkers who have a toolkit of strategies to tackle new problems.

All of the following could be considered teaching metacognitive strategies EXCEPT:

• Having students write down the steps to solving a math problem.

• Assigning a daily journal for students to reflect about the day's learning.

• Giving students a certain number of points for their performance in class that day.

• Asking students to edit each other's papers and then revise their own before turning them in.

Which of the following is NOT considered to be metacognition?

• Being told what to think

• Going beyond thinking

• Thinking about thinking

• Asking questions while you think