Metacognitive Learning: Advancing Learning by Developing General Knowledge of the Learning Process
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cham
Springer International Publishing Switzerland
[2016]
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext Inhaltsverzeichnis |
| Beschreibung: | xii, 162 Seiten Illustrationen 235 mm x 155 mm |
| ISBN: | 9783319244310 3319244310 9783319244334 |
Internformat
MARC
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Datensatz im Suchindex
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|---|---|
| adam_text |
Titel: Metacognitive Learning
Autor: van Velzen, Joke
Jahr: 2016
Contents
1 Introduction: Metacognitive Learning: Focusing
on General Knowledge of the Learning Process. 1
1.1 Learning by Organizing Subject Matter. 5
1.2 Teacher Educators and the Teaching of General
Knowledge ofthe Learning Process. 6
1.3 Organization of This Book. 11
2 Metacognitive Knowledge in Theory. 13
2.1 Metacognitive Knowledge and Learning to Learn. 14
2.2 Expert Learners. 18
2.3 General Knowledge of the Learning Process. 21
2.4 To Conclude. 24
3 General Knowledge of the Learning Process in Practice:
What Does It Encompass?. 27
3.1 Research Study 1: Levels. 27
3.2 Research Study 2: Students. 33
3.3 Research Study 3: Explanations. 36
3.4 Bringing It Together: The Educational Theory
of Metacognitive Learning. 40
3.5 To Conclude. 45
4 Instructional Implications: Developing General
Knowledge ofthe Learning Process. 47
4.1 Study Techniques. 47
4.1.1 Study Techniques to Select or to Organize
Information by Distinguishing Essential
from Less Tmportant Information. 48
viii Contents
4.2 Metacognitive Conditional Rules. 50
4.3 The Development of General Knowledge of the Learning
Process at the Center of Learning How to Direct Learning. 51
4.3.1 Pointing out Specifically That General Knowledge
of the Learning Process Exists. 54
4.3.2 Having Students Experience What General
Knowledge of the Learning Process Encompasses. 55
4.3.3 Enabling Students to Develop General Knowledge
ofthe Learning Process in a Stepwise Fashion. 56
4.3.4 Facilitating the Mental Efforts Demanded. 59
4.3.5 Providing for Continuation as General Knowledge
ofthe Learning Process is to Develop Slowty. 62
4.4 To Conclude. 64
5 Lucy: How to Go from Learning Situations
to Learning Experiences. 65
5.1 Memorization Techniques. 68
5.1.1 Picturing a Place. 70
5.1.2 Making Sentences to Memorize Words and Numbers. 72
5.1.3 Making Up a Story, a Poem, or aRhyme. 73
5.1.4 Making Up New Words by Using Initials. 73
5.2 Enabling Students to Observe Learning Experiences
in a Stepwise Fashion. 73
5.3 Cognitive Overload Reduction. 79
5.4 Providing for Continuation by Writing to Learn. 82
5.5 To Conclude. 83
6 Lena: How to Go from Learning Experiences
to Explicit General Knowledge of the Learning Process. 85
6.1 Making It Explicit. 88
6.2 Learning Concepts. 88
6.2.1 Basic Learning-Task Demands. 89
6.2.2 Learning-Task Conditions. 92
6.2.3 Learning Objectives. 95
6.2.4 Learning Influences. 98
6.3 Enabling Students to Analyze Learning Experiences
in a Stepwise Fashion. 101
6.4 Cognitive Overload Reduction. 102
6.5 Providing for Continuation by Writing to Learn. 104
6.6 To Conclude. 106
Contents ix
7.2 Enabling Students to Evaluate Learning Experiences
in a Stepwise Fashion. 118
7.3 Providing for Continuation by Writing to Learn. 119
7.4 To Conclude. 120
8 Directing Learning by Setting Up a Learning Plan. 121
8.1 Directing Versus Managing. 121
8.2 The Function of General Knowledge of the Learning
Process in Learning Plans. 123
8.3 Setting Up a Learning Plan to Direct Learning. 126
8.4 Using the Learning Plan to Infer Learning Activities. 129
8.5 Enabling Students to Set Up Learning Plans
in a Stepwise Fashion. 130
8.6 Cognitive Overload Reduction. 132
8.7 Providing for Continuation by Writing to Learn. 133
8.8 To Conclude. 134
9 Epilogue: Metacognitive Learning from an Instructional
Perspective. 135
9.1 The Main Points of the Educational Theory
of Metacognitive Learning. 135
9.2 Instruction Focused on the Development of General
Knowledge of the Learning Process. 136
9.3 Instruction Focused on Learning to Direct Learning. 138
9.4 Fitting Metacognitive Learning into Daily Teaching Practices. 140
9.5 Some Final Remarks. 141
9.5.1 Express Attention to the Development of General
Knowledge of the Learning Process in School Learning. 144
9.5.2 Express Attention to the Development of General
Knowledge of the Learning Process in the Classroom. 144
9.5.3 Express Attention to the Development
of General Knowledge of the Learning Process
beyond School Learning. 145
Appendix: Educational Materials. 147
References. 151
Author Index. 157
Subject Index. 161 |
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| title | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process |
| title_auth | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process |
| title_exact_search | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process |
| title_full | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process Joke van Velzen |
| title_fullStr | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process Joke van Velzen |
| title_full_unstemmed | Metacognitive Learning Advancing Learning by Developing General Knowledge of the Learning Process Joke van Velzen |
| title_short | Metacognitive Learning |
| title_sort | metacognitive learning advancing learning by developing general knowledge of the learning process |
| title_sub | Advancing Learning by Developing General Knowledge of the Learning Process |
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