Introduction to Webbing Commonly used as a tool to help begin the writing process or a research assignment, webbing is a brainstorming method that provides structure for ideas and facts. Brainstorming webs provide students with a flexible framework for idea development, organizing and prioritizing information.
Introduction In general, metacognition is thinking about thinking. If students are aware of how committed or uncommitted they are to reaching goals, of how strong or weak is their disposition to persist, and of how focused or wandering is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention Marzano et al.
For example, if students were aware of a lack of commitment to writing a long research assignment, noticed that they were procrastinating, and were aware that they were distracted by more appealing ways to spend their time, they could then take action to get started on the assignment.
But until they are aware of their procrastination and take control by making a plan for doing the assignment, they will blissfully continue to neglect the assignment.
Metacognition and Three Types of Knowledge To increase their metacognitive abilities, students need to possess and be aware of three kinds of content knowledge: Declarative knowledge is the factual information that one knows; it can be declared—spoken or written.
Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process; for example, knowing the mass of an object and its rate of speed and how to do the calculation.
Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. For example, students need to recognize that an exam word problem requires the calculation of momentum as part of its solution.
This notion of three kinds of knowledge applies to learning strategies as well as course content.
When they study, students need the declarative knowledge that 1 all reading assignments are not alike; for example, that a history textbook chapter with factual information differs from a primary historical document, which is different from an article interpreting or analyzing that document.
They need to know that stories and novels differ from arguments. Furthermore they need to know that there are different kinds of note taking strategies useful for annotating these different types of texts.
And 2 students need to know how to actually write different kinds of notes procedural knowledgeand 3 they need to know when to apply these kinds of notes when they study conditional knowledge.
Knowledge of study strategies is among the kinds of metacognitive knowledge, and it too requires awareness of all three kinds of knowledge.
Metacognition and Study Strategies Research shows that explicitly teaching study strategies in content courses improves learning. Rote memorization is the usual learning strategy—and often the only strategy—employed by high school students when they go to college Nist, But students who have learned only the strategy of reading to pass a quiz on the information will not go beyond this strategy.
Students need to know they have choices about which strategies to employ in different contexts. And students who learn study skills in one course need to apply study strategies in other contexts than where they first learned it. Students need to monitor their application of study strategies.
Metacognitive awareness of their learning processes is as important as their monitoring of their learning of the course content.
Monitoring Problems with Learning When students monitor their learning, they can become aware of potential problems.The first and most basic prerequisite for leadership is the desire to lead.
After all, it takes hard work to become an effective leader and, if you are not prepared to put this work in or if, deep down, you're not sure whether you really want to lead, you'll struggle to convince people that you are worth following.
Introduction The first part of this essay will discuss the definition of ‘motivation,’ according to second language learning, delving into the issues in relation to the subject as well as highlighting motivational strategies and techniques.
Learning Motivation Learning is a process that permanently changes behaviour with the result of experience. (Cherry, ) Alternatively, it can also be defined as knowledge or skill acquired by instruction or study.
Motivating Student in Learning Motivation is really needed in our daily life. sometimes there are unmotivated students who need extrinsic motivation from their family.
In the learning process it is teacher’s responsibility to give motivation to the students. Your inspiration essay is the opportunity in order to clearly display the.
Student motivation is a student's desire to participate in the learning process. It is the meaningfulness, value, and benefits that an academic task has to the learner.
It is also defined as a student's drive from within which guides, activates, and continues a behavior over time. It is simply a. This paper reviewed the research on interest which is positioned to make a significant contribution to interpret the relationship among interest, motivation and learning.
In general, from the psychological state, interest has positive influence on learning activities if it is promoted appropriately (Bergin, ).