1.

"thinking about thinking" or "learning how to learn.

metacognition Refers to the student's willingness to be conscious of what they're
thinking and to select a useful thinking process. Captures the student's capacity
to:

*Analyze how they think about it

*Have a high degree of self-awareness and control of their thoughts
*Choose an effective and useful approach for the job at hand.

2.

Have students monitor their own learning and thinking.

Have students learn study strategies.
Have students make predictions about information to be presented next based on what
they have read.
Have students relate ideas to existing knowledge structures.
Have students develop questions; ask questions of themselves, about what's going on
around them.
Help students to know when to ask for help.
Show students how to transfer knowledge, attitudes, values, skills to other
situations or task.

3.

Person variables - includes how one views himself as a learner and thinker.
Task Variables - Includes knowledge about the nature of the task as well as the
type of processing demands that it will place upon the individual.
Strategy Variables - Involves awareness of the strategy you are using to learn a
topic and evaluating whether this strategy is effective.

4.

They have limited or nonexistent experience with most of their understanding of the
subject based on basic rules. Because of this, their ability to perform is rather
limited.

Know a significant amount about the subject and how it’s organized meaning they
cannot only understand but can add to a lesson. Their abilities allow them to take
in the larger picture and not fixate on minor attributes. Expert learners are able
to apply what they learn to create a far more intuitive way of working.

5.

1. Teach students how their brains are wired for growth.

2. Give students practice recognizing what they don't understand.
3. Provide opportunities to reflect on coursework.
4. Have students keep learning journals.
5. Use a "wrapper" to increase students' monitoring skills.
6. Consider essay vs. multiple-choice exams.
7. Facilitate reflexive thinking.