{"id":47580,"date":"2014-10-07T08:37:17","date_gmt":"2014-10-07T12:37:17","guid":{"rendered":"http:\/\/danielschristian.com\/learning-ecosystems\/?p=47580"},"modified":"2014-10-15T15:05:22","modified_gmt":"2014-10-15T19:05:22","slug":"teaching-metacognition-insight-into-how-your-students-think-is-key-to-high-achievement-in-all-domains-briggs","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2014\/10\/07\/teaching-metacognition-insight-into-how-your-students-think-is-key-to-high-achievement-in-all-domains-briggs\/","title":{"rendered":"Teaching Metacognition: Insight Into How Your Students Think Is Key To High Achievement In All Domains [Briggs]"},"content":{"rendered":"

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Excerpt:<\/em><\/p>\n

As it turns out, the difference between novices and experts in a wide variety of fields can be attributed to a single trait, the trait that prompts great writers to consider their readers: the ability to step outside of yourself.
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\nCognitive scientists called this new element of expert performance metacognition\u2013the ability to think about thinking, to be consciously aware of oneself as a problem solver, and to monitor and control one\u2019s mental processing.
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Metacognitive practices help us become aware of their strengths and weaknesses as learners, writers, readers, test-takers, group members, etc. A key element is recognising the limit of one\u2019s knowledge or ability and then figuring out how to expand that knowledge or extend the ability. Those who know their strengths and weaknesses in these areas will be more likely to \u201cactively monitor their learning strategies and resources and assess their readiness for particular tasks and performances.\u201d<\/p>\n

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Addendum on 10\/15\/14:<\/em><\/div>\n
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