WorksheetsMetacognition
Total questions: 35
Worksheet time: 39mins
Thinking about how you think is called
long term memory
working memory
Metacognition
This stores pieces of information for you to use later such as tying your shoe.
working memory
long term memory
self- awareness
The metacognition cycle includes _________ strengths and weaknesses.
evaluating
reflecting on
developing
Using your working memory takes a lot of ____________.
time
memory
work
You are solving a difficult math problem. You are using your_____
working memory
long term memory
What is an example of metacognition?
Someone figuring out what their learning style is
Someone remembers how to do their homework
Planning how to get the most out of learning
Self-assessment
Why do we need to teach students about Metacognition?
So they can know when to give up
So they can be better people
So they can be more effective learners
We don't
What is Metacognition?
creating mental images in your mind
thinking about your thinking
wondering as you read
thinking what the text might be about
Select all answers that are correct
A simple example of a metacognitive skill is:
Realizing you missed something
Telling yourself you are terrible at this
Tell yourself to concetrate
Quitting
What is awareness of your thinking?
Mediocre
Metacognition
Denial
Loudness
What is the reading strategy for verbalizing what we are thinking as we read?
For-crying-out-loud
reading
think-aloud
understand
Choose the 3 further division metacognitive is divided by according to Flavell?
Person variables
Task variables
Strategy variables
Visual variables
Why do we need to teach students about Metacognition?
So they can know when to give upWe don't
So they can be better people
So they can be more effective learners
We don't
Choose the distinct phases that Fogarty suggested in the metacognition process?
Reflect
Plan
Monitor
Evaluate
Conclusion
In the planning phase what are some questions learners ask?
What am I supposed to learn?
What information is important to remember?
Is there anything I don’t understand—any gaps in my knowledge?
Should I adjust the pace because of the difficulty?
In the evaluating phase what are some questions learners ask?
Am I on the right track?
What prior knowledge will help me with this task?
What can I do if I do not understand?
How might I apply this line of thinking to other problems?
In the monitoring phase what are some questions learners ask?
What should I look for in this reading?
What can I do if I do not understand?
Do I need to go back through the task to fill in any gaps in understanding?
What should I do first?
Text + Thinking = _______________
Schema
Real Reading
Making Inferences
Asking & Answering Questions
Real readers use _______________ to think about their thinking while reading.
Metacognition
Schema
Synthesizing
Establishing Purpose
A reader thinks about why they are reading a text before they start reading. What is the reader doing?
Using background knowledge
Making an inference
Establishing a purpose for reading
Asking and answering questions
What is a prediction?
The reader asks questions about what is happening in the text.
A reader makes a guess about what will happen next.
A reader thinking is changing and growing while reading.
The reader makes an inference about the character's feelings.
Readers can use sensory details from the text to ______________.
Make predictions
Make an inference
Establish purpose for reading
Create mental images
Look at the statement below:
The character in the book reminds me of my little sister, because she always bothers me when my friends come over. The character in the book does this to her brother.
This is an example of:
Establishing a purpose for reading
Making an inference
Making connections
Synthesizing
Schema + Details from the Text =
Synthesizing
Making inferences
Making connections
Creating mental images
