{"id":905,"date":"2020-05-09T03:01:33","date_gmt":"2020-05-09T07:01:33","guid":{"rendered":"https:\/\/smho-smso.ca\/emhc\/?page_id=905"},"modified":"2021-08-10T14:10:31","modified_gmt":"2021-08-10T18:10:31","slug":"a-thought-on-that","status":"publish","type":"page","link":"https:\/\/smho-smso.ca\/emhc\/critical-and-creative-thinking-executive-functioning\/metacognition\/a-thought-on-that\/","title":{"rendered":"A thought on that"},"content":{"rendered":"\n<div class='accordion md-accordion' id='accordion0' role='tablist' aria-multiselectable='true'><div class='card'><div class='card-header' role='tab' id='Instructions-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneInstructions-0' aria-expanded='true' aria-controls='collapseOneInstructions-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Instructions<\/h3><\/a><\/div><div id='collapseOneInstructions-0' class='collapse show' role='tabpanel' aria-labelledby='collapseOneInstructions-0' data-parent='#accordion0'><div class='card-body'><p>When introducing a new concept, at the end of the lesson\/period, discuss with class:<\/p>\n<ul>\n<li>What was most confusing about the material we explored today?<\/li>\n<li>How did that make you feel?<\/li>\n<li>What did you do to try and better understand the material? (e.g., did you ask someone for help?)<\/li>\n<li>Help students to understand it\u2019s the process that is important, i.e., the \u201cpower of yet\u201d, they don\u2019t have it yet.<\/li>\n<\/ul>\n<p>When students are asked to think this way, it helps metacognitive processing. This also creates a classroom culture that acknowledges confusion as an integral part of learning.<\/p>\n<p>NOTE: This practice can be done in a group setting once a safe culture has been established.<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Supplementary-resources-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneSupplementary-resources-0' aria-expanded='false' aria-controls='collapseOneSupplementary-resources-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Supplementary resources<\/h3><\/a><\/div><div id='collapseOneSupplementary-resources-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneSupplementary-resources-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Complementary practice: <a href=\"https:\/\/smho-smso.ca\/fw\/positive-motivation-and-perseverance\/perseverance\/the-power-of-yet\/\">The power of yet<\/a> (Positive motivation and perseverance)<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Adaptations-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneAdaptations-0' aria-expanded='false' aria-controls='collapseOneAdaptations-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Adaptations<\/h3><\/a><\/div><div id='collapseOneAdaptations-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneAdaptations-0' data-parent='#accordion0'><div class='card-body'><ul>\n<li>Use a thumbs-up, thumbs sideways or thumbs-down process with the questions above. Ask the students to think about why they are responding that way.<\/li>\n<li>Consider an \u201cexit card\u201d or personal learning journal approach.<\/li>\n<\/ul>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='Evidence-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneEvidence-0' aria-expanded='false' aria-controls='collapseOneEvidence-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> Evidence<\/h3><\/a><\/div><div id='collapseOneEvidence-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneEvidence-0' data-parent='#accordion0'><div class='card-body'><p>Metacognition (thinking about\/reflecting on one\u2019s thinking) is an essential skill in the development of a student\u2019s learning and key in facilitating such processes as problem solving, using learning strategies, and the movement to taking responsibility for learning (Garcia, Rodriguez, Gonzalez-Castro, Alvarez-Garcia &amp; GonzalezPienda, 2016). When considering skills such as studying, which are key to the culmination of learning, those students with strong metacognition are able to identify their need for studying, to make a study plan and to evaluate their study strategies. They will be able to adjust their studying based on the demands and make wise decisions about study time (Gettinger &amp; Seibert, 2002).<\/p>\n<\/div><\/div><\/div><div class='card'><div class='card-header' role='tab' id='References-0'><a data-toggle='collapse' data-parent='#accordion0' href='#collapseOneReferences-0' aria-expanded='false' aria-controls='collapseOneReferences-0'><h3 class='mb-0'><em class='fas fa-angle-down rotate-icon'><\/em> References<\/h3><\/a><\/div><div id='collapseOneReferences-0' class='collapse' role='tabpanel' aria-labelledby='collapseOneReferences-0' data-parent='#accordion0'><div class='card-body'><p>Garc\u00eda, T., Rodr\u00edguez, C., Gonz\u00e1lez-Castro, P., \u00c1lvarez-Garc\u00eda, D., &amp; Gonz\u00e1lez-Pienda, J.A. (2016). Metacognition and executive functioning in Elementary School. Anales De Psicolog\u00eda, 32(2), 474-483.<\/p>\n<p>Gettinger, Maribeth, &amp; Seibert, Jill K. (2002). Contributions of Study Skills to Academic Competence. School Psychology Review, 31(3), 350-65.<\/p>\n<\/div><\/div><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>To help students become better problem solvers and become better judges of what and how they learn<\/p>\n","protected":false},"author":2,"featured_media":1751,"parent":673,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"practice-template.php","meta":{"_acf_changed":false,"footnotes":""},"categories":[38,24,45,85,221,223,239],"tags":[],"class_list":["post-905","page","type-page","status-publish","has-post-thumbnail","hentry","category-critical-and-creative-thinking-executive-functioning","category-intermediate","category-junior","category-no-materials-needed","category-promote","category-understand","category-virtual-option"],"acf":[],"_links":{"self":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/905","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/comments?post=905"}],"version-history":[{"count":8,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/905\/revisions"}],"predecessor-version":[{"id":2827,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/905\/revisions\/2827"}],"up":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/pages\/673"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media\/1751"}],"wp:attachment":[{"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/media?parent=905"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/categories?post=905"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/smho-smso.ca\/emhc\/wp-json\/wp\/v2\/tags?post=905"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}