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Showing posts with the label Metacognition

100 Powerful Learning Specialist and Educational Therapy Materials

This week I wanted to tell you about my online store, Good Sensory Learning. I’m Dr. Erica Warren, and I established this site so I could share all the materials that I have created over the last 20+ years as a learning specialist and educational therapist. When I first began my private practice, Learning to Learn, I had great difficulty finding fun and multisensory materials for my students that were effective and engaging. So back in 2005, I made it my mission to design and distribute high-end, remedial products as well as memorable, motivating lessons that bring delight to learning. If you would like to try a free sampling of my activities , CLICK HERE . How Are the Products Organized at Good Sensory Learning? You can download my Free Printable Catalog or you can browse the site using the grey “search all products” bar in the top right of any page with keywords such as dyslexia, working memory, and executive functioning. What’s more, drop down menus in the red banner allow you t...
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How to be an Active Learner

Many classrooms nurture passive learning by training students to sit still and receive lessons through lectures and texts.  They are expected to acquiesce, listen, absorb, and remember the new content.  Unfortunately, this approach does not serve the needs of all students, and an active learning environment can offer an exciting solution. What is Active Learning? Active learning environments are bustling with energy and thought-provoking activities. Students are busy engaging with others, sharing ideas, and applying new content to prior knowledge. Active learners are continually involved in creative projects, self-directed learning, mindful activities, interactive discussions, and multisensory ways of learning. In addition, learners can discover how to use their inner voice and visualizations to make content memorable and easy to encode. What are Active Learning Strategies for the Classroom? Active learning strategies involve a different teaching approach as well...
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How are Knowledge and Comprehension Different?

Although some may think that knowledge and comprehension are interchangeable, in fact, they are distinct and work together in a sequence.  First we must comprehend information, and then it is stored as knowledge.  When we access knowledge from long-term memory ,it is comprehended again when that information is used to understand something new. But what exactly is knowledge and comprehension? Knowledge Vs. Comprehension: Knowledge is the stored, conscious, and accessible information/memories in the brain. Knowledge is not stored in just one part of the brain, but is widely distributed throughout the cortex. Research suggests that there are 4 types of knowledge: Factual knowledge are facts stored in long term memory. Conceptual knowledge the awareness of concepts stored in long-term memory. Procedural knowledge is the knowledge exercised in the performance of a task or the necessary steps to complete a task. Metacognition is the awareness of one’s own cognition. ...
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12 Easy Metacognitive and Mindful Strategies for Student Success

Multitasking seems to be a habitual challenge that many students face.  For instance, juggling modern-day technology while completing homework is a common undertaking.  As a result, many young learners fall prey to constant interruptions from social media, online video chatting, texting, television and more. Although there are some benefits to being able to shift from task to task, the learning process, as well as the time it takes to complete assignments, is often hindered when attention is continually interrupted.  In fact, research suggests that the best way to optimize learning potential is to give one's full attention to a task, and for many young learners this means that they need to develop a metacognitive or mindful approach to learning. Completing Schoolwork with Greater Efficiency? One key to helping students maximize their learning potential is to teach them about metacognition.    Metacognition is the ability to self-regulate o...
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Teaching Students Metacognitive Strategies Improves Grades

We are living in an information, distraction-rich time and multitasking seems to be a common way of navigating the complexities of reality. Our youth have grown up observing their parents juggling multiple responsibilities at one time while they have also been immersed in the modern-day influx of technology. As a result, many young learners have applied their observations to academic endeavors, and homework is often completed while laying prey to constant interruptions from social media, online video chatting, texting, television and more. Although there is some utility in life to being able to multitask, the learning process is hindered when attention continually shifts. In contrast, to this multitasking approach to learning is metacognition, and this can play a critical role in successful learning. How Can Students Learn to Do Schoolwork with Greater Efficiency? The foundation to instructing students how to maximize their learning potential is teaching them metacognitive strat...
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Teaching Metacognitive Skills: A Fun, Free Illustration and Download

Many students plod through schooling as passive learners and they rarely learn to take control of their own cognition. In contrast, others learn to be active participants in the learning process and develop metacognitive skills. Metacognition is the awareness of one’s own cognition or thought process and it involves higher order thinking that enables understanding, analysis and control. For many concrete learners, as well as those that struggle with attentional issues, this notion can be difficult to grasp. However, the process can be taught through visual aids, demonstrations, discussions, group work, and graphic organizers. In fact, the more multisensory the instruction, the greater the likelihood that all your students will master this skill.  The Process: After a lesson or reading, I like to summarize important details, main ideas, and then I make connections by sharing my own thought processes. I explain to the students that I will be thinking aloud so that they can ...
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