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❶Students are also asked periodically to reflect on their learning process both to help them gauge what they know, what they don't know, and what they can do to better understand the content they don't know. If you wish to use this item outside this site in ways that exceed fair use see http:

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Get instant access to over , papers. FULL access to essays database. If you cannot find any suitable paper on our site, which happens very rarely, you can always order custom written paper which will be written from scratch by our professional writers and deliver to you on requested time. This co-curriculum helps provide structure, or scaffolding, in a learning environment that may not always be familiar to all students.

Together with Dexter Perkins, I developed a summary article entitled "Learning to Learn" Wirth and Perkins, on the essential elements of learning. This document, which is the first reading assignment in all of my courses, explores various meanings of learning, understanding, and thinking.

It also highlights research on the brain, learning styles, intellectual development, metacognition, collaborative learning, and the behavioral dimensions of grades. The learning document not only serves to help students develop their metacognitive knowledge and skills, it also helps establish that my expectations for student learning in the course go far beyond memorizing content. After introducing students to some of the elements of learning, I use a variety of activities to help them develop their metacognitive knowledge and skills.

At the beginning of the semester students write a letter to the instructor, in the past tense and dated to the end of the semester, that describes what they did and how they changed to earn an "A" in the course. The purpose of this journal activity is to help students set goals and plan their learning. In other journal assignments, students reflect on the learning strategies they are employing, the success of these strategies, and modifications that they might undertake for improving their learning.

Knowledge surveys, which have been described elsewhere e. Reading reflections, which can be readily implemented in any class or discipline, are completed by students after each reading assignment and before coming to class see example. These short reflections encourage students to deepen their understanding of the readings by summarizing the important concepts and by describing what was surprising or confusing to them.

This activity not only promotes student reading before class and deepens their content knowledge, it also provides opportunities for students to develop their skills for monitoring and evaluating their learning. An important goal is that these reflective activities will also help students develop as intentional learners.

Brain, Mind, Experience, and School: Strategic, Self-Regulated, and Reflective: Journal of Geoscience Education, v. A tool for all reasons: To Improve the Academy, v. As a faculty member at a community college I encounter a wide diversity of students' life experiences, academic expectations, and personal goals of the students enrolled in my geoscience courses. I have had students in a single class who range in age from 17 to 65, and in academic preparation may be extremely competent and motivated to very underprepared and lacking an understanding as to how to be an effective learner.

Department of Education, Recent research indicates that many students lack the skills needed to be successful in the workforce, including critical thinking and self-monitoring skills Partnership for the 21st Century Skills, During the past 5 years, I have worked to integrate these components with the geoscience content I teach.

Most recently, I have worked to integrate situated metacognition into my course content. Situated metacognition integrated metacognition in the context of the content area is a way to combine key learning skills within a specific course. Specifically, I have looked to see if I can increase student understanding of the nature of science, especially as it pertains to the process of geosciences, with the integration of situated metacognitive prompts throughout the course content.

This means that I teach my class from an inquiry approach and students are actively engaged in talking and writing in small and large group settings. Students are also asked periodically to reflect on their learning process both to help them gauge what they know, what they don't know, and what they can do to better understand the content they don't know.

This also allows me to receive valuable formative feedback as I teach content and can better address my students' learning needs as I modify my instruction. To help my students organize their ideas, writing, and course content, I have integrated student notebooks into my classroom. This allows students to learn to regulate their learning through an organizational system, in which support strategies are integrated into the process.

Learners who possess the ability to control their own cognitive processes are more likely to be efficient and active in their learning experiences. Bonds and Bonds present two basic behaviors that are involved in effective use of metacognition.

Constructivist learning is described as "a dynamic, active, problem-solving process in which existing knowledge is modified, added to, or reconstructed" Sheets, , p. Theories of metacognition are also found in Piagetian developmental theory, with its focus on cognitive knowledge, metacognitive awareness, and conscious access to knowledge Garner, Flavell defines metacognition as "one's knowledge concerning one's own cognitive processes and products…[and] the active monitoring and consequent regulation and orchestration of these processes" p.

As researchers began to study learners' thinking processes and problem solving skills, they began to view metacognition as an important performance-based mental activity that expert learners complete, as they "plan, monitor, and evaluate their thinking processes more often and more efficiently than poor or novice learners" Goldberg, Most recently, metacognition has emerged into the mainstream of cognitive psychology.

Metacognition has several components. One such component is metacognitive knowledge, or the ability to know and use strategies that learners need to effectively comprehend text. According to Dimino , there are three elements to metacognitive knowledge: Another component of metacognition is metacognitive experiences. Metacognitive experiences occur before, during and after reading.

For example, these experiences could be experiences with a certain type of text, experiences in school, or experiences with the demands of completing certain tasks Garner, Students learn to control their learning through the use of metacognitive learning strategies.

Using metacognitive strategies indicates that learners are aware that learning is a process and that they are also aware that they may need to learn a certain strategy so that they can accomplish learning more effectively Vaidya, According to Smith, Rook and Smith , teachers are responsible for identifying those learners who can benefit most from use of metacognitive strategies.

Teachers can arm learners with ways to develop metacognitive questioning, an important executive function of the brain that helps students become productive learners, as they become more responsible for their own learning. Teachers can enhance metacognitive knowledge by:.

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Metacognitive Essay essays Going into British Literature and Composition, I had no idea what to expect. I thought all I would be doing was writing essays, indeed there was allot of essay writing, but there were many other key skills that I learned.

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Metacognition has been a topic that has not generated much study until the s, but at that point most of the research was geared towards the memory aspects of .

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Essay Paper on Metacognition by Naomi Potts Metacognition refers to a higher level of thinking that engages control upon the thinking practice drawn in learning. Example Essays. We ask each participant in this workshop to write a short essay on metacognition. The purpose of this essay is to provide an introduction to the other workshop participants to your work and thinking on the topic of metacognition.