Metacognition and Problem Solving Metacognition Term Paper

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In the reading component, individuals should be able to utilize library skills, mentioned earlier to identify articles, books, newspapers, advertisements and electronic resources that are of interest to him or her. Within the system observation is important as seeking literature and other resource materials is not innate, the novice must have reminders, in the form of intervention and help that continually reiterate the skill set to finding information, this can be performed through peer instruction, as well as instructor librarian interventions. The student need no have the guide do the work for them but should be offered reminders that help guide them to resources, both in the classroom and in the library. "Instead of using drill and practice on component problem-solving skills in isolation -- as suggested by the skill based approach -a metaskill-based approach suggests modeling of how and when to use strategies in realistic academic tasks." (Mayer, 1998, pg. 53)

One way to help students learn about conditions of applicability is to assign word problems that require students to use appropriate concepts and formulas (Lesgold, 1984, 1988; Simon, 1980). If well designed, these problems can help students learn when, where, and why to use the knowledge they are learning. (CBASSE, 2000, pg. 43)

Research skills are paramount to the ability to demonstrate learning and as was suggested previously in this work the library is a great place to develop such skills.

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One functional way to demonstrate such skills would be a library scavenger hunt, where students were given a worksheet that required them to find differing types of information within the library. To develop such skills in ELA format would be to demonstrate these skills outside of this exercise in a manner that allows them to reuse ideas when they find a topic they are interested in learning more about. Fourth grade novices would benefit from such an exercise because it would help them gain individual skill sets in a real academic environment that was meaningful to application elsewhere. From such a scavenger hunt the instructor may suggest that the student utilize one of the scavenger hunt items to built an expert project, be it a writing assignment or a display that can demonstrate learning.

Within this work is a group of suggested plans that could be altered and reproduced by instructors to help novice fourth graders become expert learners and therefore demonstrate such learning on the ELA exam in New York. The skills to demonstrate learning are necessary for success, and these are some practical real manner ideas that could help in that process.

Resources

Commission on Behavioral and Social Sciences and Education (CBASSE), (2000) How People Learn: Brain, Mind, Experience, and School: Expanded Edition Chapter 2. pgs. 31-50.

Mayer, R.E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instructional Science,.....

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