#metacognition blog

[kaylinalexanderbooks]

So funny how I wrote 1.7k words on TSP today and was like woahhh this chapter is so long but then I crank out a 4.7k review of a movie like it's nothing

I'm not complaining because it really does help with stamina and building deeper understanding of the writing process. I'm serious when I say it's truly funny. It's just the perspective.

[nicoleyellow8]

2023 Goals :)

Hi, my name is Nicole, going by @nicoleyellow8, and I've created this Tumblr blog dedicated to self-improvement and learning... Soo... to get a productive 2023 started, I've done a little mindmap to see what I want by the end of this year, and what I should prioritize!

I've listed what I need by the end of the year -- some of these include getting into the IB Diploma program, preparing well for that, and doing well on the AP Biology exam in May this year (praying for a 5!!!) There's more, of course: efficient and consistent violin practice to reach my goals, getting to a higher French level, maintaining my Chinese progress, etc. !! That's only what I need, though. What I want is another story... I've included those in the mindmap too. For one, I'd love to learn oil painting! I would love to be able to learn another language on top of the two I am learning currently... I'd even love to travel to the language's country to speak it! Good goals need to consider both your wants and needs so that you can progress in your professional life while still meeting your personal desires.

How to Approach Goal-Setting

Here I take from Ali Abdaal's amazing video, "I WAS WRONG -- How I set goals" on YouTube, to summarize what exactly makes up good goal-setting. There's no point in setting a goal without enjoying the process of getting there... If not, you would constantly feel unhappy about your current situation until you get to your goal's endpoint.

So it would make sense to focus instead on creating a system, little daily habits that bring you forward, so you can enjoy the process, rather than solely working towards an abstract goal.

That doesn't mean having an endpoint is wrong. In fact, it's important to set a goal and have a direction. Without a goal, the system becomes aimless and there becomes no point in fulfilling these mini habits. A good system and clear goals come hand in hand.

As Ali Abdaal describes, there is a "Yin-yang" quality to it, where you should have a balance of self-acceptance and self-improvement. You should strive towards being better while still accepting your current state. You should, instead of comparing yourself constantly to the best, take some time to also compare yourself to the former you. Celebrate the progress you've made over that time -- it'll give you the energy to strive forward. An inspirational quote to get you started:

"What man actually needs is not a tensionless state but rather the striving and struggling for some goal worthy of him." - Victor Frankl

Funny thing, just the other day I had completed a huge, personal goal, and rather than feeling the joy I thought I would've, I felt more of a sense of emptiness. Frankl states it perfectly here, we love the journey of getting to our final destination, not necessarily the destination itself. This would explain why working for something is so much more satisfying than when it's easy to obtain. Working for money, working for a better life, working for love.

My Personal Goals

After interweaving wants and needs, I've come up with some 2023 New Me priorities to get started on! For each of these, I'll be spending some time making a good system and some great habits to go along with them.

Get into the IB Diploma Program (IBDP), this is the next step to my future!

Work HARD in my French, especially since I love language learning :)). It will also help me in IB French.

Get a 5 on the AP Bio exam -- and learn more to solve a real-world biology problem...

Efficiently and Effectively practice violin... Maybe learn a dream piece, or brush up on pieces I already know (like Czardas) and make pieces performance-ready, instead of relying on retaking videos.

Make some time for health. Get a good amount of sleep each night and exercise consistently. Have some free time with friends and personal hobbies, like oil painting, too!

Of course, these will be refined in a later post! For now, I think I have a good idea how I should work towards a better me.

That's all for now, take care!

[anewwriter3]

What is Metacognition? A Fascinating Insight Into Thinking About Thinking

Have you ever caught yourself thinking about how you think? It sounds a little strange, doesn’t it? But that’s what metacognition is all about—thinking about your own thinking! I’ve recently come across this concept, and I find it absolutely fascinating. It’s like stepping back from your thoughts to observe how your mind works. So, What Exactly Is Metacognition? In simple terms, metacognition…

[littlebitoftrolling]

i tried to make an interesting post about blitzscaling but all the thoughts sensed i was collecting them and scurried away

fun fact: Adam Neumann (founder of WeWork) smoked so much weed on private jet flights that his pilots wore gas masks out of fear of getting lost in the sauce and crashing the benz

[glowettee]

hi there! im a fan of your page 💕

can you give me the best studying techniques?

hi angel!! @mythicalmarion tysm for asking about study techniques 🤍 i'm so excited to share my secret methods that helped me maintain perfect grades while still having a dreamy lifestyle + time for self-care!! and thank you for being a fan of my blog, it means everything to me. <3

~ ♡ my non-basic study secrets that actually work ♡ ~

(don't mind the number formatting)

the neural bridging technique this is literally my favorite discovery!! instead of traditional note-taking, i create what i call "neural bridges" between different subjects. for example, when studying both literature + history, i connect historical events with the literature written during that time. i use a special notebook divided into sections where each page has two columns - one for each subject. the connections help you understand both subjects deeper + create stronger memory patterns!!

here's how i do it:

example:

left column: historical event

right column: literary connection

middle: draw connecting lines + add small insights

bottom: write how they influenced each other

the shadow expert method this changed everything for me!! i pretend i'm going to be interviewed as an expert on the topic i'm studying. i create potential interview questions + prepare detailed answers. but here's the twist - i record myself answering these questions in three different ways:

basic explanation (like i'm talking to a friend)

detailed analysis (like i'm teaching a class)

complex discussion (like i'm at a conference)

this forces you to understand the topic from multiple angles + helps you explain concepts in different ways!!

the reverse engineering study system instead of starting with the basics, i begin with the most complex example i can find and work backwards to understand the fundamentals. for example, in calculus, i start with a complicated equation + break it down into smaller parts until i reach the basic concepts.

my process looks like:

find the hardest example in the textbook

list every concept needed to understand it

create a concept map working backwards

study each component separately

rebuild the complex example step by step

the sensory anchoring technique this is seriously game-changing!! i associate different types of information with specific sensory experiences:

theoretical concepts - study while standing

factual information - sitting at my desk

problem-solving - walking slowly

memorization - gentle swaying

review - lying down

your body literally creates muscle memory associated with different types of learning!!

the metacognition mapping strategy i created this method where i track my understanding using what i call "clarity scores":

level 1: can recognize it

level 2: can explain it simply

level 3: can teach it

level 4: can apply it to new situations

level 5: can connect it to other topics

i keep a spreadsheet tracking my clarity levels for each topic + focus my study time on moving everything to level 5!!

the information architecture method instead of linear notes, i create what i call "knowledge buildings":

foundation: basic principles

first floor: key concepts

second floor: applications

top floor: advanced ideas

roof: real-world connections

each "floor" must be solid before moving up + i review from top to bottom weekly!!

the cognitive stamina training this is my absolute secret weapon!! i use a special interval system based on brain wave patterns:

32 minutes of focused study

8 minutes of active recall

16 minutes of teaching the material to my plushies

4 minutes of complete rest

the specific timing helps maintain peak mental performance + prevents study fatigue!!

the synthesis spiral evolution this method literally transformed how i retain information:

create main concept spirals

add branch spirals for subtopics

connect related concepts with colored lines

review by tracing the spiral paths

add new connections each study session

your notes evolve into a beautiful web of knowledge that grows with your understanding!!

these methods might seem different from typical study advice, but they're based on how our brains actually process + store information!! i developed these through lots of research + personal experimentation, and they've helped me maintain perfect grades while still having time for self-care, hobbies + fun!!

sending you the biggest hug + all my good study vibes!! remember that effective studying is about working with your brain, not against it <3

p.s. if you try any of these methods, please let me know how they work for you!! i love hearing about your study journeys!!

xoxo, mindy 🤍

glowettee hotline is still open, drop your dilemmas before the next advice post 💌: https://bit.ly/glowetteehotline

[definitelynotshouting]

heyo!

had a late night trying (and failing) to sleep thought

i found your blog about a year and a half ago and it did a number of things for me. its introduced me to tumblr (i got a tumblr account to show my appreciation) and this super fun community, and equally importantly, your writing! (made an ao3 account because of you too-) I've learned a world of colourful vernacular and your writing has seen me through identity crises about being aro/ace spec, possibly having undiagnosed mental illness, many changes in music taste, 5(ish) bouts of loneliness, 3 (or so) collapsed friend groups and more.

i cannot express how much you, your blog and your writing mean to me. you've told stories that push me to think about myself, my brain, how it works, what i want and why i want it. metacognition and that. at times it's been the comfort of a friend on a lonely day and at others made me face things i didn't really want to think about but knew i had to.

i've got a special little room in my heart just for you (i was born with a ventricular septal defect so you can live in the little tube they used to patch it)

good night just wanted to show my appreciation :)

-🍁

oh my gods???? 🥺🥺🥺🥺🥺 LEAF ANON....... this is legitimately one of the sweetest msgs ive EVER received and im absolutely blown away by it hello..... i dont even know what to say aside from the fact that i am genuinely, DEEPLY, humbled and so so grateful that my writing and i have had such a strong impact on your life. I absolutely adore hearing from you, it ALWAYS puts a smile on my face to see you in my inbox, and knowing ive helped you in even just a small way-- let alone the absolutely enormous ways youve listed here??? oh my gosh???-- makes me so unspeakably happy i dont think i can properly articulate it

I always kinda wonder how much influence my writing has on other people. I think its pretty common to think about that, especially as a writer-- for me, the goal has always been to reach out and touch someone's life with my writing, and hopefully do something good for them. I think thats why im always so focused on these cores of emotional realism in my work-- i want people to see themselves and gain new insights when they read my writing. Im incredibly touched that ive been able to do that for you to such a significant degree 🥺🥺🥺🥺🥺 like genuinely this is what i live for, im so glad my work and my blog can keep you company when you're feeling a little lonely or when things are hard and worrying🫂🫂🫂❤️❤️❤️❤️

Thank you for sending this ask leaf anon 🥺🥺🥺🥺 this really made my night, ive had a pretty hard string of days recently and this has improved my mood IMMENSELY🫂🫂🫂🫂🫂 i hope i can continue to be of help and encourage you even more as time goes by!!!

[preservationofnormalcy]

I woke up yesterday and could just read minds? It’s very unusual and very loud and very overwhelming. And to make matters worse this seems to transfer over digital devices, I can feel the thoughts of all the blogs I look at for the example. Even you, norm.

I kind of....doubt you can read mine. I'm in a little of a weird state as it is, to say nothing of psychic shielding materials around me.

On the off chance you actually can, I'd appreciate keeping it to yourself. Either way, let's get you checked in to Metacognition. There's a chance that we're seeing a form of psychic parasite. There's a rare behavior pattern that attaches itself to its victims and overloads them with psychic energy like a lightning rod, feasting on the bubbling overflow.

[maaarine]

Bibliography: books posted on this blog in 2024

Sara AHMED (2010): The Promise of Happiness

Cat BOHANNON (2023): Eve: How the Female Body Drove 200 Million Years of Human Evolution

Holly BRIDGES (2014): Reframe Your Thinking Around Autism: How the Polyvagal Theory and Brain Plasticity Help Us Make Sense of Autism

Johann CHAPOUTOT (2024): The Law of Blood: Thinking and Acting as a Nazi

Caroline CRIADO-PEREZ (2019): Invisible Women: Exposing Data Bias in a World Designed for Men

Gavin DE BECKER (2000): Survival Signals That Protect Us from Violence

Virginie DESPENTES (2006): King Kong Theory

Annie ERNAUX (2000): Happening

Lisa FELDMAN BARRETT (2017): How Emotions Are Made: The Secret Life of the Brain

Shaun GALLAGHER (2012): Phenomenology

David GRAEBER (2015): The Utopia of Rules: On Technology, Stupidity, and the Secret Joys of Bureaucracy

Henrik HASS and Torben HANSEN (2023): Unconscious Intelligence in Cybernetic Psychology

Yuval Noah HARARI (2024): Nexus: A Brief History of Information Networks from the Stone Age to AI

Sarah HENDRICKX (2015): Women and Girls with Autism Spectrum Disorder: Understanding Life Experiences from Early Childhood to Old Age

Sarah HILL (2019): This Is Your Brain on Birth Control: The Surprising Science of Women, Hormones, and the Law of Unintended Consequences

Victor HUGO (1831): Notre-Dame de Paris

Luke JENNINGS (2017): Killing Eve: Codename Villanelle

Bernardo KASTRUP (2021): Decoding Jung’s Metaphysics: The Archetypal Semantics of an Experiential Universe

Roman KOTOV, Thomas JOINER, Norman SCHMIDT (2004): Taxometrics: Toward a new diagnostic scheme for psychopathology

Benjamin LIPSCOMB (2021): The Women are Up to Something: How Elizabeth Anscombe, Philippa Foot, Mary Midgley, and Iris Murdoch Revolutionized Ethics

Dorian LYNSKEY (2024): Everything Must Go: The Stories We Tell About The End of the World

Kate MANNE (2024): Unshrinking: How to Fight Fatphobia

Mario MIKULINCER (1994): Human Learned Helplessness: A Coping Perspective

Jenara NERENBERG (2020): Divergent Mind: Thriving in a World That Wasn’t Designed for

Lucy NEVILLE (2018): Girls Who Like Boys Who Like Boys: Women and Gay Male Pornography and Erotica

Peggy ORNSTEIN (2020): Boys & Sex: Young Men on Hookups, Love, Porn, Consent, and Navigating the New Masculinity

Lucile PEYTAVIN (2021): Le coût de la virilité

Lynn PHILLIPS (2000): Flirting with Danger: Young Women’s Reflections on Sexuality and Domination

Stephen PORGES (2017): The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe

Joëlle PROUST (2013): The Philosophy of Metacognition: Mental Agency and Self-Awareness

John SARLO: The Mindbody Prescription: Healing the Body, Healing the Pain

Jessica TAYLOR (2022): Sexy But Psycho: How the Patriarchy Uses Women’s Trauma Against Them

Manos TSAKIRIS and Helena DE PREESTER (2018): The Interoceptive Mind: From Homeostasis to Awareness

[apple-orchards-writings]

omg im sorry apple but that last reblog about metacognition made me GIGGLE

i cant believe me writing filthy kylar smut is making me smarter 😭😭

soon we'll all be at harvard because of these blogs

kylar penis is the best way to study 👍

[gravitascivics]

“MILIEU” AS A COMMONPLACE, III

To give readers insight about the challenges attached in developing a responsible curriculum, this blog has referred to William Schubert’s commonplaces of curriculum.[1]  In that endeavor, the blog has reviewed all of the commonplaces and how they relate to any suggested curricular changes one might promote for civics education.  It still has some commentary on the last of the commonplaces, milieu, to share.  The last posting commented on the social expectations of schools and this one will address schools’ socio-economic concerns which undergird their base.

          As explained earlier in this blog, Jean Anyon found the types of instruction and curriculum that schools offered were highly associated with the economic status of the children and adolescents who attended those individual schools.[2]  In “working class schools” the tendency was for students to be exposed to instruction relying on rote work with little or no explanation, which leads to mechanistic learning.[3] 

“Affluent professional schools” or “executive elite schools,” on the other hand, were much more apt to utilize instruction that had students engage in creative activities and independent work.  This latter type of work is what is being proposed in this blog’s promotion of the liberated federalism mental construct.  Such instruction allows students to develop analytical skills useful in adult life. 

The consequence of this difference is that through the schools’ hidden curricula, they tend to reinforce the social and economic inequalities that already exist.  Workers’ children are taught the skills and disciplinary dispositions expected of them at the workplace and managers’ and problem-solvers’ children and adolescents are expected to learn the skills they need to take the employment positions of their parents.  This includes such positions as management and consulting work.

          Jere E. Brophy, in the latter years of the past century, argued that the dichotomy of experience is not only one experienced in school, but further experienced in the home.  The reviewed sources of this century do not reveal improvement[4] but describe how upper income parents, who usually hold more intellectually demanding employment, fill their households with discussion and conversation that have a more abstract quality.  Brophy wrote:

I take the term “disadvantaged” to imply two things about a child’s background:  (1) poverty and (2) gaps and limitations …  so it should not be taken to imply limited potential, sensory or motor deficits, or learning disabilities … Disadvantaged backgrounds limit students’ readiness for school activities in both quantitative and qualitative ways. …

In addition to … quantitative limitations in disadvantaged students’ background experience, there are gaps and qualitative limitations in their development of cognitive and metacognitive tools for processing and making sense of their experience, transforming and storing this information in a form of codified knowledge, and assessing and applying it in relevant future situations.[5]

Of course, this condition of treating different socio-economic groups differently in terms of the educational advantages provided is an affront to the nation’s stated political value of equality.

          This blogger, in a published article, argued that the educational product presented to lower income students should be different in terms of the level of abstraction in which the material is presented.[6]  This is not to avoid abstraction but to recognize the exposure these students have had.  This demands curricular constructs of content that are flexible enough to meet the different levels of abstraction that are of potential utilization.  The judgment of this account is that its proposed model, the liberated federalism model, offers such flexibility. 

The model is open-ended in terms of the specific conditions which might be portrayed under its use.  Challenging political situations can vary from relatively simple concerns to highly complex ones.  The portrayal of the compact-al, federated union can also vary in complexity.  But its basic components are easy to understand and amply demonstrable by the experiences of any youngster. 

Bonds formed among young friends in primary groups, for example, often exhibit the characteristics described under the concept, fraternal ethos.[7]  Therefore, the judgment of this account is that the use of the liberated federalism model can meet the demands of the different income groups by allowing teachers or material developers to gear the material to appropriate levels of abstraction and therefore, provide the pathway to more meaningful and insightful understanding of governance and politics.

[1] William H. Schubert, Curriculum:  Perspective, Paradigm, and Possibility (New York, NY:  MacMillan Publishing Company, 1986).  The commonplaces can be defined as follows:

The subject matter refers to the academic content presented in the curriculum. 

The teacher is the professional instructor authorized to present and supervise curricular activities within the classroom setting. 

Learners are defined as those individuals attending school for the purpose of acquiring the education entailed in a particular curriculum.

Milieu refers to the general cultural setting and ambiance within the varied social settings found at the school site.

Upon reflection, these commonplaces prove to be helpful in asking insightful questions.

[2] Jean Anyon, “Social Class and the Hidden Curriculum of Work,” in Curriculum:  An Introduction to the Field, 2nd Edition, edited by James R. Gregg (Berkeley, CA:  McCutchan, 1988), 366-389 AND for a more general overview on the ways financial resources have on education see “Does Money Matter in Education? Second Edition,” Albert Shanker Institute (2023), accessed October 28, 2023, URL:  https://www.shankerinstitute.org/resource/does-money-matter-education-second-edition#:~:text=Schooling%20resources%20that%20cost%20money%2C%20including%20smaller%20class%20sizes%2C%20additional,positively%20associated%20with%20student%20outcomes.

[3] For a granular review of how money affects the quality of education students of various income levels receive, see Henry M. Levin, “On the Relationship Poverty and Curriculum,” North Carolina Law Review, 85, 5 (June 1, 2007), 1383-1418, (quotation below, page 1403).  Here is a sample of that work:

The signs of different expectations are subtle but evident, even at the elementary school level. Schools serving lower-income students often stress following directions, while the middle class students are charged with critical analysis of school subjects."  Teachers of low income students often place more emphasis on discipline, and children's experiences are circumscribed because of concerns that they will not behave appropriately if given challenging or enriching experiences or provided with too much independence.

[4] For example, see “Unequal Opportunities:  Fewer Resources, Worse Outcomes for Students in Schools with Concentrated Poverty,” Commonwealth Institute (1921), accessed October 31, 2023, URL:  https://thecommonwealthinstitute.org/research/unequal-opportunities-fewer-resources-worse-outcomes-for-students-in-schools-with-concentrated-poverty/.

[5] Jere E. Brophy, “Effective Schooling for Disadvantage Students,” in Better Schooling for the Children of Poverty:  Alternatives to Conventional Wisdom, edited by Michael S. Knapp and Patrick. M. Shields (Berkeley, CA:  McCutchan Publishing Corporation, 1991), 211-234, 211-212.

[6] Robert Gutierrez, “Teaching Secondary Social Studies to Low and Moderate Achievers:  A Modest Proposal,” The Social Studies, July/August, 149-154.

[7] For readers new to this blog, the liberated federalist view promotes a view of state-building which depends on a sacred (either secularly or religiously defined) agreement in which founding parties come together to formulate the resulting polity.  In turn, it counts of its citizenry to maintain a relatively high level of federation among its members.  Hence, a “fraternal ethos” becomes important.  The problem is that this nation has veered away from such leanings and has adopted a natural rights view with its high level of individualism to define how the citizenry defines governance and politics.

[jidmjiwmi]

Metacognition Blog #6

I feel sad that classes are finally ending and that summer is almost here. The class allowed me to provide more strategies in understanding the text and to understand the work as a whole. It helped me learn the nuances of the ethics of the work and allows focusing on certain aspects. I enjoyed talking to classmate and their discussions were helpful in understanding the ideas beyond the work as well as better nuanced perspectives compared to the perspectives I can gibe to the work.

[anewwriter3]

What is Metacognition? A Fascinating Insight Into Thinking About Thinking

Have you ever caught yourself thinking about how you think? It sounds a little strange, doesn’t it? But that’s what metacognition is all about—thinking about your own thinking! I’ve recently come across this concept, and I find it absolutely fascinating. It’s like stepping back from your thoughts to observe how your mind works. So, What Exactly Is Metacognition? In simple terms, metacognition…

[unpluggedfinancial]

The Brain's Learning System: A Natural Process of Growth

What if we thought about our brain not just as a static organ, but as a dynamic learning system—one that gradually develops and refines itself through experience and practice? The beauty is that this system is always ready to grow. It just needs the right conditions and consistent engagement.

Understanding Neural Growth

Think back to your last "aha!" moment—that instant where everything just clicked. That wasn't just a random occurrence—it was your brain forming new neural pathways, strengthening connections through a process neuroscientists call synaptic plasticity. This biological process is your brain's way of adapting to new challenges and learning.

Three Pathways to Cognitive Development

Growing your cognitive capabilities isn't about grinding harder; it's about upgrading smarter. Here are three evidence-based approaches to trigger your next system update:

Progressive Challenge Gradually expose yourself to increasingly complex material in your areas of interest. Read papers slightly above your current understanding. Engage in discussions that stretch your thinking. Your brain builds new connections most effectively when working at the edge of your current capabilities.

Cross-Domain Learning Research shows that learning across different domains enhances cognitive flexibility. Whether it's combining music with mathematics, or art with programming, each new skill you develop creates neural networks that can strengthen your primary areas of expertise. Choose activities that interest you and commit to steady progress.

Structured Stress and Recovery Moderate challenge, followed by adequate rest and reflection, creates optimal conditions for learning. Take on projects that push your boundaries, but remember to build in time for processing and integration. This rhythm of engagement and recovery allows for sustainable growth.

Observable Changes

Here’s what happens when your system updates:

Sharper Intuition: Decision-making becomes faster and more accurate. You just "know."

Enhanced Pattern Recognition: You see patterns and connections across different domains that others might miss.

Increased Creative Connections: Ideas flow like a well-oiled machine, linking seemingly unrelated concepts.

Greater Metacognitive Awareness: You gain clarity about how you think and learn, which enhances your growth potential.

The Continuous Nature of Growth

Learning isn't about passing discrete tests or reaching fixed levels—it's an ongoing journey of small improvements. Each challenge you tackle builds upon previous learning, creating an increasingly rich foundation for future growth. There’s no endpoint; there’s always room for refinement and development.

Your Learning Journey

Consider this: What small step could you take today toward expanding your understanding? Perhaps it's spending 30 minutes with a challenging book, starting a new creative project, or engaging with someone whose expertise differs from yours.

Remember that cognitive development is gradual and cumulative. The key isn't dramatic transformation but consistent, intentional engagement with learning opportunities. Your brain's capacity for growth is remarkable—it just needs your patient, persistent participation in the process.

What matters most isn't reaching some predefined level of achievement, but maintaining curiosity and commitment to gradual improvement. The journey of learning itself becomes the reward.

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[footprints-111]

Unleashing the Power of Reading: Cognitive and Metacognitive Strategies for Enhanced Comprehension Unleashing the Power of Reading: Cognitive and Metacognitive Strategies for Enhanced ComprehensionIntroduction What Are Cognitive Reading Strategies?Key Cognitive Reading Strategies Cognitive Strategies and Material Complexity How Metacognitive Reading Strategies WorkMetacognitive Reading Strategies Active Reading and Critical Thinking The Benefits of Metacognitive Awareness in Reading Combining Cognitive and Metacognitive Reading StrategiesEvidence-Based Approaches to Reading Benefits of Combining Cognitive and Metacognitive Reading Strategies to Students’ LearningFAQs About Cognitive and Metacognitive Reading Strategies Conclusion Introduction Reading is more than just decoding words on a page—it's about constructing meaning, analyzing ideas, and applying what we learn. To achieve this, students must engage both cognitively and metacognitively. Cognitive reading strategies help with understanding the text, while metacognitive reading strategies enable students to reflect on and regulate their comprehension. These strategies empower learners to become active, critical, and independent readers. In this blog post, we’ll delve into cognitive and metacognitive reading strategies, their benefits to learning, and evidence-based approaches to integrating them effectively. What Are Cognitive Reading Strategies? Cognitive reading strategies involve the mental processes used to understand, retain, and apply information from a text. These strategies rely on cognitive skills such as memory, attention, language comprehension, and problem-solving. Key Cognitive Reading Strategies 1.  Memory Use Memory strategies: Techniques like chunking, mnemonic devices, and visualization help students retain information. - Readers activate prior knowledge to relate new information to what they already know. - Summarizing or paraphrasing helps retain critical ideas from the text. 2.  Focused Attention Attention strategies: Focus and concentration are essential for effective reading. Students can improve their attention by using techniques like highlighting, underlining, and note-taking. - Staying focused on the text without getting distracted is essential for deep comprehension. - Skimming for key ideas before detailed reading enhances attention. 3.  Understanding Language When encountering unfamiliar vocabulary or complex sentence structures, readers can use strategies such as context clues, dictionary use, and summarizing to gain meaning. - For texts in new languages or fields, decoding unfamiliar vocabulary and syntax is crucial. - Grasping context clues and employing dictionary use ensures comprehension. 4.  Problem-Solving Readers often encounter challenges, such as unclear passages or conflicting information. By using problem-solving strategies like questioning, inferring, and predicting, students can overcome these obstacles. - When encountering difficult sections, cognitive strategies such as rereading, questioning, or using graphic organizers can help unravel complex material. Cognitive Strategies and Material Complexity The complexity of the reading material influences the cognitive strategies that readers employ. For simpler texts, basic strategies like decoding and word recognition may suffice. However, more complex texts require a wider range of strategies, including critical thinking, analysis, and evaluation. - As material complexity increases, cognitive strategies like chunking (breaking content into smaller, manageable parts) or visualizing concepts (e.g., creating mental images) become critical. - Cognitive strategies ensure comprehension by organizing information into meaningful patterns, improving both retention and recall. How Metacognitive Reading Strategies Work Metacognitive strategies involve thinking about one's thinking while reading. They make readers aware of their understanding and help them manage their reading processes. This self-regulation turns passive reading into an active and purposeful activity. Metacognitive Reading Strategies - Planning Before reading, students set goals, activate prior knowledge, and preview the text: - Setting a purpose before reading (e.g., skimming for key points, reading for detailed analysis) helps allocate time and effort appropriately. - Outlining or highlighting can guide focus during reading. - Monitoring Understanding As they read, students check their understanding, identify areas of confusion, and adjust their reading speed: - Readers ask themselves questions: “Do I understand this paragraph?” or “What does the author mean here?” - Awareness of comprehension gaps allows for corrective actions like rereading or seeking clarification. - Evaluating Progress After reading, students reflect on their comprehension, assess their learning, and identify areas for improvement: - Reflecting on comprehension after reading ensures retention and understanding. - Summarizing key points or discussing the content with others helps consolidate learning. Active Reading and Critical Thinking - Metacognitive strategies transform reading into an interactive process. - By reflecting on their understanding, students become critical interpreters of information, questioning biases, analyzing arguments, and connecting ideas to broader contexts. The Benefits of Metacognitive Awareness in Reading 1.  Control and Management - Students learn to control distractions, allocate focus to difficult sections, and adapt strategies to different text types. - This makes reading more efficient and targeted. 2.  Improved Retention - Reflecting on comprehension helps embed knowledge into long-term memory. 3.   Enhanced Problem-Solving - By monitoring and evaluating understanding, students develop better problem-solving skills for tackling unfamiliar or complex content. Combining Cognitive and Metacognitive Reading Strategies To maximize comprehension, students need to integrate both cognitive and metacognitive strategies. Evidence-based approaches suggest that combining these strategies creates active, engaged readers capable of deep learning. Evidence-Based Approaches to Reading 1.   Reciprocal Teaching - This method encourages students to take turns summarizing, questioning, clarifying, and predicting. - Cognitive strategies help with comprehension, while metacognitive reflection strengthens understanding and communication. Reciprocal Teaching builds collaboration and comprehension through guided strategy use. 2.  Think-Aloud Protocols This strategy involves modeling one's thought processes while reading aloud. By verbalizing their thinking, students can develop metacognitive awareness and learn to apply effective reading strategies. - Students verbalize their thought processes while reading. - This fosters metacognitive awareness and allows teachers to provide feedback on strategy use. Think-Aloud Protocols expose and refine cognitive and metacognitive processes. 3.  Graphic Organizers Visual tools like concept maps, Venn diagrams, and timelines can help students organize information, identify relationships, and monitor their comprehension. - Tools like concept maps or Venn diagrams organize cognitive ideas while prompting metacognitive planning and evaluation. Graphic Organizers simplify complex information and enhance comprehension. 4.  Self-Questioning Techniques Self-questioning encourages students to ask themselves questions before, during, and after reading can promote active engagement and deeper understanding. - Students develop and answer their own questions about the text. - This encourages cognitive engagement with the material and metacognitive monitoring of understanding. Self-questioning empowers students to seek answers actively, improving engagement and critical thinking. Students can go further and summarize key points. This helps students identify main ideas, condense information, and assess their understanding. Benefits of Combining Cognitive and Metacognitive Reading Strategies to Students’ Learning 1.   Improved Academic Performance: Combining strategies enhances comprehension, enabling students to tackle advanced texts confidently. 2.  Greater Engagement: Students become motivated to read actively and critically, which promotes deeper learning. 3.  Increased Autonomy: Integrating cognitive and metacognitive strategies equips students to manage their learning independently. 4.  Critical Thinking Development: Students analyze texts beyond surface meanings, improving reasoning and evaluative skills. FAQs About Cognitive and Metacognitive Reading Strategies 1. What are cognitive reading strategies?Cognitive reading strategies include techniques like memory use, focused attention, problem-solving, and understanding language. These help in processing and comprehending text. 2. How do metacognitive reading strategies work?Metacognitive strategies involve monitoring, planning, and evaluating one’s reading to ensure understanding and improve efficiency. 3. What are examples of evidence-based approaches for combining strategies?Approaches like reciprocal teaching, think-aloud protocols, and graphic organizers combine cognitive and metacognitive strategies effectively. 4. Why is metacognitive awareness important for reading?It helps students reflect on and manage their reading, making them active, critical readers who can handle complex material. 5. What are the benefits of combining cognitive and metacognitive strategies?Combined strategies enhance comprehension, engagement, critical thinking, and independent learning. Conclusion Reading comprehension is an essential skill for success in education and life. By combining cognitive strategies like memory use, attention, and problem-solving with metacognitive strategies such as monitoring, planning, and evaluating, students can become confident, independent readers. Integrating these strategies through evidence-based approaches like reciprocal teaching, think-aloud protocols, and graphic organizers helps students actively engage with and critically interpret texts. The result? Enhanced learning, improved critical thinking, and lifelong reading skills. Read the full article

[shanayaaici]

Final Post : Learning Outcomes in Blog/Journal

LO1 The ability to critique and iterate a research question in response to external feedback and evidence gained from your chosen field of enquiry. (AC Enquiry)

Multiple blog posts from 2023 to 2024 including the pro forma sheets are a record of the initial research question shifting and me realising the limitations for this masters program. 

This is where I was after one year of studying part time: How can free art classes benefit the underprivileged community in a long term fashion without abandoning them after the intervention? The research was too broad and surrounding education workshops for the underprivileged community. As there were children as stakeholders it became increasingly difficult to gather data and reflect and analyse the data as evidence would have been unethical. 

Then around a year later when my time out ended, I was able to shift the research question and start immediately with an intervention surrounding networking for Pakistani artists in london. 

The research question shifted to be more personal and applicable to me and my peers, however there were still limitations where money was the primary focus. My altered research question: How can one promote the sales of Pakistani artists' work in London in a way that includes, supports, inspires and creates change?

LO2 The ability to make a critical analysis and synthesis of the current knowledge and your research within your chosen field of enquiry. (AC Knowledge)

When my research shifted into what success actually is, I was able to find more clarity in what I really wanted to investigate and change with my masters project. The research into what success is in the arts was so inspiring because I realised it's a very subjective thing to each artist individually. This research is all recorded by multiple sources in the blog post above.

I changed my research question to   How can Pakistani artists in London redefine success in the arts?

I write in the blog post:

“I want to do this to help decolonise the arts and support young artists through non-traditional avenues ( which avenues exist ie.guerilla marketing approach, via white walled institutions) and also research other avenues as well as the legitimacy and honesty of the ethos of white walled institutions. My interventions all aim to create success for Pakistani artists or test out avenues through which to do so, giving insight into how minority groups can find recognition and success in the arts.”

This shift was recorded in the blog posts on https://shanayaaici.tumblr.com/day/2024/04/15. Where I investigated different ideals of success to many artists. However my interventions remained focused on myself as the redefining element. 

LO3 The ability to critically evaluate a series of external interventions,reflecting on their results and their implications. (AC Process)

When I began redefining what “redefine” meant only came recently in an intervention selling art which is catalogued on https://shanayaaici.tumblr.com/day/2024/10/08. This post is where I realised i wanted to make redefinition of success an activity as opposed to how much money I could make. Thanks to my key stakeholder, Ayesha Khan, a primary school teacher and expert in metacognition, I leaned towards SOLO Hexagons by Pam Hook as a way to fill the gaps in my research.

LO4 The ability to use appropriate formats to communicate your critical position and new knowledge gained to a range of audiences. (AC Communication)

Stage 1 hexagon - expert artist jasminka

Stage 2 hexagon - expert artist jasminka

This format of solo taxonomy using hexagons is a visual mode of inquiry tool that is inclusive of learning differences. The visual element and physical aspect of cutting out the hexagons and rearranging them makes redefining an activity and visually it is easier to make new ideas as you can connect different elements of a thought to one another and then explain why you connected them, making generalisations of clusters. This also allows for proper analysis of redefining success because I can compare and find similarities and differences in each of the artist's hexagon creations as I continue my intervention with various stakeholders. 

As Calum, a pupil on MAAICI part time, also found two clusters that could be grouped easily into themes: financial success and community/self. I realised my first two intervention participants had found the same two clusters making up success. However the differences in their starting points is notable. Jasminka started hers with appreciation by other artists, other artists’ she likes and respects. However Calums starting point was self expression, which connected to his ending point, validation, creating a centre that loops in on itself. Both of these centres can be thematically coded to be the same thing, self expression and validation, making the hexagon tool very revealing when it comes to how artists define success. There were also conversations following the activity where I was able to compare their hexagon creations with my own.

In order to properly analyse and reflect on these I have decided to break down the findings into key words, and themes, and I will be using thematic coding.

LO5 The ability to take ethical responsibility for evaluating evidence of change within relevant stakeholder communities. (AC Realisation)

I have reached out to Pakistani female and male artists whom I have a personal relationship with. I have given them the task instructions and then asked if they have 5 minutes for a phone call with which we could then do the hexagon intervention with my target research group. These artists have the opportunity to opt in or out of the intervention by simply engaging or not engaging making it safe and ethical. If they do wish to take part, they are consenting to their data being used for my masters project.

I have a group of Pakistani CSM alumni who will take part in the intervention, and other various Pakistani artists such as Haiqa Ghazi, who put expanding her skillset at the centre of her hexagon creation which was linked to financial freedom and creative freedom and confidence. She labelled each cluster with different themes with me, and decided they were all linked to expanding her skillset. 

Oct 23rd, 2024

Conclusion

The blog continued to become more cohesive as my interventions inspired further iterations. I really homed in on the research question with my final interventions and the key expert was Ayesha Khan a primary school teacher. I was able to reflect on my actions creating change so I could make even more change as I progressed. The main takeaway I got was that there is always room for something new to be discovered in action research. Gaps can be filled at any point as you can do an intervention like my hexagons that really evidence a reflective process going on as a result of the interventions. I find that my research into how to redefine success in the arts as a Pakistani in London is something that requires self love as you reflect inwards on what you really want from the world. Redefining success was an active process and fully worthwhile as I learnt more about myself and my longings in the creative industries. I will continue to redefine moving forwards.

Oct 23rd, 2024 2:49pm

[lgaretio]

A digital world toolkit: enhancing teachers' metacognitive strategies for student digital literacy development

See on Scoop.it - Educación a Distancia y TIC

Blog de la "RIED. Revista Iberoamericana de Educación a Distancia". La Revista Iberoamericana de la Educación Digital.