Metacognition and Teaching for Learning
Metacognition and teaching for learning
Metacognition has been a major focus of research in education and psychology for a couple decades now. Metacognition is generally defined as including one or more of the following: active monitoring, conscious control, or executive regulation of mental processes. Many researchers believe that it holds (more...)
Previous Stories
- Quiz on A, An, and The
- Quiz on Articles and Determiners
- In the proper case
- Nonsexist language.
- Spelling: Noun Plurals
- Using Pronouns Clearly
- Pronoun Case
- Count and Noncount Nouns
- Count and noncount exercises
- Answers to Count and Noncount Noun Exercises
- Commas After Introductions
- Using Commas
- Participial and infinitive phrases
- Dangling Modifiers
- Commas: Exercise #2
- Commas: Exercise #4
- Commas: Exercise #5
- Appositives
- Answers to Appositives Exercise
- Gerund- or infinitive-phrase
- Participles
- infinitives
- Gerunds and participles
- Answers to Verbals Exercises
- Commas After Introductions Exercises
- Answers to Exercises: Commas after Introductions
- Prepositions of direction
- prepositions of location
- Prepositions of Direction: To, (On)to, (In)to
- Exercise #1
- Exercise #2
- Rules for Using the Word The
- Recognizing Nouns
- Plural and Possessive Forms
- Irregular Plurals and Non-Count Nouns
- Possessives and Irregular Plurals
- Notorious Confusibles
- Quiz on the Notorious Confusibles
- Special Quiz on Its/It’s and There/Their/They’re
- Special Quiz on Lie/Lay and Sit/Set
- Special Quiz on Except/Accept and Affect/Effect
- Editing Paragraphs - list of things to check
- Writing to Persuade - in easy-to-understand language
- Analytic Writing Assessment Rubric - simplified version
- 6 Trait Analytical Model
- Ideas and Content
- Organization
- Voice
- Word Choice
- Sentence Fluency
- Conventions
- Evaluation and Assessment Model
- News and Upcoming Events
- 6+1 TRAITSTM of Writing
- Six Traits of Reading
- Oral Communication Assessment
- Assessment Rubrics
- Newsletters
- Workshops
- Program Planning & Evaluation
- Program Evaluation: Who, What, When, Where, How, and Why
- Program Planning, Research and Development
- Technical Assistance for Writers of Grant Applications
- Formative Evaluation
- Data collection, surveys, interviews, case studies and more
- Summative evaluation
- Statistical and qualitative analysis, technical writing, graphic display of findings
- Development and administration of program management databases, including web-based database access, survey administration, and information management services
- Assessment Resource Library
- Library in the Sky
- Toolkit Menu
- Sample A.48 : Career-Technical Assessment Program
- Sample A.46 :Small Group Discussion
- Sample A.44: High School Physics
- Sample A.42 :Science Portfolio (GSE)
- Sample A.40
- Sample A.39
- Sample A.38
- Sample A.37 : Algebra II
- Sample A.34 : Performance Assessment in Math
- Sample A.30 :: Thinking Skills Assessment
- Sample A.29 : Assessing “Intellectual Quality” of Student Work
- Sample A.20 : On-Demand Speaking
- Sample A-18 : Mathematics Problem Solving
- Sample A.15 : Aquarium Problem
- Sample A.14 : How Many Buttons?
- Sample A.11 : Grade 3 Interdisciplinary Task
- Sample A.10—Six-Trait Model, Writing
- Sample A.9 Tall Tales and Fables
- Sample A.6 Primary Math Portfolio
- Sample A.3 Developmental Continuum in Writing
- Sample A.1— Six-Trait Assessment for Beginning Writers
- Appendix A—Alternative Assessment Sampler Index
- Activity 4.9
- Activity 4.8
- Activity 4.7
- Activity 4.6
- Activity 4.2
- Activity 4.1
- Activity 3.9
- Activity 3.8
- Activity 3.7
- Activity 3.6
- Activity 3.5
- Activity 3.4
- Activity 3.3
- Activity 3.2
- Activity 3.1
- Activity 2.5
- Activity 2.4
- Activity 2.3
- Activity 2.2
- Activity 2.1
- Activity 1.11
- Activity 1.9
- Activity 1.8
- Activity 1.7
- Activity 1.6
- Activity 1.5
- Activity 1.4
- Activity 1.3
- Activity 1.2
- Chapter 4
- Introduction- What Are the Issues in Grading and Reporting?
- Grading: Issues and Options
- Reporting: Communicating About Student Learning
- Chapter 3
- Background Information
- Performance Tasks—Design Options and Quality Considerations
- Performance Criteria—Design Options and Quality Considerations
- Quality—The Rest of the Story on Reliability and Validity
- Conclusion
- Summary Rating Form
- Chapter 2
- What Does It Mean to Integrate Assessment with Instruction?
- Integrating Assessment and Instruction: Continuous Monitoring
- Integrating Assessment With Instruction Readings
- Chapter 1
- Standards-Based Assessment— Nurturing Learning Readings
- Chapter Summary
- Summary of Steps to Quality
- Keys to Quality Student Assessment
- Assessment—Where the Rubber Meets the Road in Standards-Based Education
- Activity 1.6
- Toolkit98 Introduction
- Toolkit98 Training Activities - Brief Descriptions
- Activity 4.9
- Activity 3.4
- Activity 2.5
- Activity 1.1
- Evaluation and Assessment Model
- Peer Editing Form
- Persuasion Rubric
- “Kid Language” Writing Rubrics
- Writing to Inform Rubric
- Writing to Persuade Rubric
- Writing for Personal Expression Rubric
- Writing Rubric
- Tips and Techniques for Teaching and Learning to Write the Five Paragraph Essay
- Preparing for Tests
- General test preparation
- Anticipating Test Content
- Review tools for tests
- Overcoming test anxiety
- Organizing for test taking
- Cramming
- Emergency test preparation
- Ten Tips for Test Taking
- Writing Essays
- The Five Paragraph Essay
- Writing Essays: the basics
- Essays for a literature class
- Expository essays
- Persuasive essays
- Writing Strategies Learned
- Kudos & comments: we’ve received
- Hard@Work: Concentration
- DREAMING AND CONSCIOUSNESS
- A Study of Dreams by Frederik van Eeden
- Comparing Lucid and Non-Lucid Dream Content
- The Best Sleep Posture for Lucid Dreaming: A Revised Experiment Testing a Method of Tibetan Dream Yoga Sleep Posture, the Nasal Cycle, and Lucidity
- Lucidity Institute Mailing List Signup Form
- Welcome, dreamer
- SuperNova Computer Interface
- A Course in Lucid Dreaming
- Read more about robots
- Visualizing
- Watching your mind drift.
- Meditation
- Concentration
- Adventures with the Nova Dreamer
- An Hour of Wakefulness Before Morning Naps Makes Lucidity More Likely
- A Fool’s Guide to Lucid Dreaming
- Lucidity Research, Past And Future
- TESTING THE LIMITS OF DREAM CONTROL: THE LIGHT AND MIRROR EXPERIMENT
- A THOUSAND AND ONE NIGHTS OF EXPLORING LUCID DREAMING
- OTHER WORLDS: OUT-OF-BODY EXPERIENCES AND LUCID DREAMS
- How To Remember Your Dreams
- Dreaming in Colour
- The Two Minute Mind
- Meditation
- Watching your mind drift
- Think about things you do automatically
- Research on Working Memory
- Emotion and Learning
- The Nature of dreams
- Dreaming in Colour
- Calculation and Concentration
- Visualizing
- Consciousness Targets
- Academic articles on working memory
- Further Reading
- So What can I Do with a Lucid Dream?
- So What Happens When I Lucid Dream?
- Calculation and Concentration
- Visualizing
- Focusing
- Relaxation
- So What can I Do with a Lucid Dream?
- Remembering your dreams
- Calculation and Concentration.
- The Two Minute Mind.
- Think about things you do automatically
- Meditation
- The Two Minute Mind
- Concentration
- Emotion and Learning