How to Put Metacognition in Process for Teachers

Step-by-Step Guide

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   Step 1: Recognize the key points of Metacognition: think "multiple representations" for critical thinking -- not just words

   Metacognition
   -- student will use prior knowledge to plan a strategy for successful learning, in steps to problem solve, using necessary tools, reflecting on, monitoring and evaluating your results, and modifying your approach as needed.
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   Step 2: but learning experiences through a set of activities that help students think about their learning:Metacognitive experiences are student's experiences that involve one's current

   How have I solved problems like this before? What should I do first? Monitoring
   - What should I look for in this reading? How should I proceed? What information is important to remember? Evaluating
   - What did I learn? Did I get the results I expected? What could I have done differently? Can I apply this way of thinking to other problems or situations? Is there anything I don’t understand—any gaps in my knowledge? Do I need to go back through the task to fill in any gaps in understanding? , Make connections of your thoughts and knowledge, possibly by using a simple frame of thinking, such as: (1) Read the essay question; (2) identify the theme or topic of the essay; (3)brainstorm and choose your best ideas; (4) use five paragraphs; (5) the first paragraph states your theme and introduction; (6) develop the body using three paragraphs of evidence and discussion: examples, comparison, contrast, etc. and (7) state a conclusion in a final paragraph. (8) Also, if this involves research, state your sources in the format used by your teacher, school or a standard writing manual/handbook. ,,, Acting out learning as much as possible, activities to walk around when they are learning.Role play as planets, moon, sun, etc., as atoms: electrons, nucleus, neutrons, protons and more by drawing and taping an atom, the nucleus and its orbits on the floor.
   
   Let your child move around on it to learn the role of all of the particles.
   
   Place objects within their sight and reach.
   
   Use hand gestures, body action, miming of information, etc., Display and use the world globe, math shapes such as cube, pyramid, cone, etc.
   
   Use manipulative objects: construction sets, Legos, modeling clay, science experiments, props to use in dramatizations, outdoors gear (work shoes, bags to collect rocks, leaves, feathers, plants, flowers, etc.), storage for keeping the specimens they collect, sports equipment, puzzles, dance music,...
   
   Model mathematic skills, addition and subtraction
   -- give young learners boxes and a set of plastic cubes, have them move them around in the boxes, to illustrate it.
   
   Dimensions (length, width, area, volumes), teach them hand gestures that signify what they are.
   
   For example an area of a triangle (1/2 breadth x height) has 3 hand gestures
   - for 1/2 use one hand sideways to cut the other hand's palm in half, for breadth put your palms together and move them apart horizontally, for height put your hands together one on top of the other and move them apart vertically.
   
   Science
   -- role play a butterfly's lifecycle from caterpillar to cocoon to butterfly Experiments, use materials and projects to learn science, mathematics, manipulatives (using objects), etc.
   -- Conduct science experiments
   - home chemistry, simple physics etc.
   
   Geography
   -- Teach your child some dance moves from other countries.
   
   Have your child make up hand gestures for various geological formations that they have to learn about History
   -- Help your child make a drama about the Indian independence movement and play all the characters Play silent charades to learn about various historical occurrences , Use songs, percussion, clapping, singing geometry, rapping math facts, play music during art and other quiet activities. ,,,, This will position the trainer and the trainee on the same wavelength.
   
   Understanding can be facilitated, when participants are engaged and applying the learning in real world problems, relevant situations, and labs, experiments, and involved with "Eureka!" experiences.
   
   The impact is necessarily different from the intellectual experience created when originally delivering the concept.
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   Step 3: on-going cognitive endeavor -- using the process of thinking in learning situations.Metacognitive skills include planning the approach to a learning task

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   Step 4: checking on comprehension

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   Step 5: evaluating progress on a task and maintaining motivation to see a task to completion to become aware of distracting stimuli -- both internal and external -- and so to sustain effort over time.

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   Step 6: Seek "linguistic intelligence" (word smart): deal with improving the language for imparting knowledge

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   Step 7: accurate word use

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   Step 8: selection of phrases

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   Step 9: and pauses (such as wait time for student reaction and to answer questions) in oral and written forms

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    Step 10: where strategies like thinking aloud while performing a task include self-questioning

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    Step 11: such as: Planning - What do I already know about this topic?

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    Step 12: Evaluate "logical intelligence" (reasoning smart): answer a question using a plan and steps -- show comprehension by explaining the concept

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    Step 13: applying it

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    Step 14: example: Plan an essay: brainstorm

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    Step 15: listing related bits pro and con; make concept maps

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    Step 16: flow charts

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    Step 17: semantic webs

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    Step 18: use bubbles containing your words and connect bubbles with "kite-strings" to other relevant words in their bubbles.

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    Step 19: Apply "mathematical intelligence" (number/geometric/abstract smart): use analytical logic

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    Step 20: using many and varied graphical and verbal representations to: Describe

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    Step 21: use graphs

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    Step 22: setup Cartesian coordinates

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    Step 23: apply geometry

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    Step 24: use color

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    Step 25: measure

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    Step 26: diagram

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    Step 27: use mapping; Collect data

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    Step 28: organize

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    Step 29: find patterns and report using: logic

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    Step 30: arithmetic

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    Step 31: number systems

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    Step 32: mathematical operations

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    Step 33: algebraic relations

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    Step 34: creating a function

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    Step 35: statistics

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    Step 36: central tendencies (mean

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    Step 37: median

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    Step 38: chance and probability; Evaluate mathematical information: solve the word/story problem using a plan

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    Step 39: steps -- explain

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    Step 40: apply the plan to solve the problem.

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    Step 41: Project "spatial intelligence" (visually smart): instruct students to use their abilities to create two- and three-dimensional pictures (in the mind) for the concrete or abstract subject to apply and transfer it using: Multiple views/viewpoints to assemble 2-dimensional views: front

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    Step 42: footprint

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    Step 43: sides/faces; Graphical variations

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    Step 44: visualizing (realizing)

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    Step 45: simultaneous information (visual plane and space); Perspective in 3-dimensional space: visualize depth

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    Step 46: think of a focal point

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    Step 47: realize there is convergence (a disappearing point)

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    Step 48: rather than mechanical parallel representations

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    Step 49: in the distance/background toward the horizon; Order

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    Step 50: sequencing

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    Step 51: presenting sequential information.

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    Step 52: Use Bodily-Kinesthetic intelligence ("body smart"): physical action and interaction

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    Step 53: physical stimulus and robust body activities are the best pathways to help them learn.

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    Step 54: Practice musical intelligence ("music smart").

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    Step 55: Communicate using "interpersonal intelligence" (people smart): deal with the skills of classroom management

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    Step 56: just a few rules

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    Step 57: with many procedures and establishing a rapport and mutual trust with the students for hassle free interaction.

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    Step 58: Know your "intra-personal intelligence" (be self smart): get on useful terms with oneself (self-motivate

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    Step 59: start/take initiative

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    Step 60: be industrious/follow-through

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    Step 61: finish

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    Step 62: report out).

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    Step 63: Help "naturalist intelligence" (nature smart): motivate through the ability to work and apply geo-science

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    Step 64: the natural environment

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    Step 65: to teach using nature

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    Step 66: nature trails

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    Step 67: field trips

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    Step 68: plants in the windows

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    Step 69: a school garden

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    Step 70: planting trees

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    Step 71: Do a formative assessment: decide and plan lessons with the needed complexes of understanding and transmission skills to reach the trainees before structuring the quality and quantity of the training.

Detailed Guide

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