Metacognition: Knowing what and how you know.
Part of the process of learning is being aware of not only WHAT you know, but HOW you know it.
Knowing information (teachers call this "content" or "curriculum") is one thing. But understanding HOW you learned that information can be crucial. Did you learn by repetition? By working in a quiet space or while listening to music? What strategies and tools are helpful for you: flashcards, organizers, other?
To begin, assess the types of and consistency with which you utilize reading support strategies to help you make sense of the text. The button below links to the Metacognitive Awareness of Reading Strategies Inventory, or MARSI.. This survey was developed by Mokhtari and Reichard in 2002, and prompts you to gauge how often and which type of strategies you use.
Awareness is the first step. Then you can add additional strategies to your repertoire.
Knowing information (teachers call this "content" or "curriculum") is one thing. But understanding HOW you learned that information can be crucial. Did you learn by repetition? By working in a quiet space or while listening to music? What strategies and tools are helpful for you: flashcards, organizers, other?
To begin, assess the types of and consistency with which you utilize reading support strategies to help you make sense of the text. The button below links to the Metacognitive Awareness of Reading Strategies Inventory, or MARSI.. This survey was developed by Mokhtari and Reichard in 2002, and prompts you to gauge how often and which type of strategies you use.
Awareness is the first step. Then you can add additional strategies to your repertoire.
Self-Evaluation and Keeping Track
Self appraisal offers an opportunity to reflect on things you did: highlight things you did well, consider lessons learned, things neglected or needing improvement. Then make a plan for moving forward.
Make an attempt to keep track of your grades. Try this sheet. (pdf)
Self appraisal offers an opportunity to reflect on things you did: highlight things you did well, consider lessons learned, things neglected or needing improvement. Then make a plan for moving forward.
Make an attempt to keep track of your grades. Try this sheet. (pdf)
Now, consider your writing.
Assess the elements of your writing pieces. It's okay to slip backwards, too, just as long as you recognize which pieces you neglected and are ultimately headed in the right direction!
1. Clink this link to fill out a form that will allow you to self-evaluate a passage analysis.
Click this link to fill out a form that will help you (and me) keep track of your Analysis scores on DDMs, passage analysis pieces, essays, or other written work.
Click this link to fill out a form that will help you (and me) keep track of your Quotation Integration and Use of Analysis Verbs on DDMs, passage analysis pieces, essays, or other written work.
Click this link to find the Peer-Evaluation form for a passage analysis.
Assess the elements of your writing pieces. It's okay to slip backwards, too, just as long as you recognize which pieces you neglected and are ultimately headed in the right direction!
1. Clink this link to fill out a form that will allow you to self-evaluate a passage analysis.
Click this link to fill out a form that will help you (and me) keep track of your Analysis scores on DDMs, passage analysis pieces, essays, or other written work.
Click this link to fill out a form that will help you (and me) keep track of your Quotation Integration and Use of Analysis Verbs on DDMs, passage analysis pieces, essays, or other written work.
Click this link to find the Peer-Evaluation form for a passage analysis.