How can college students use the information on metacognition to improve their academic work? What strategies will you employ in your future academic work? Hi Professor and class, Teaching students to think about how they are thinking and how they approach learning about a particular subject would seem to be a helpful strategy in trying to achieve these kinds of goals (Tanner, 2012). Preassessment can be beneficial for the learner and is a great chance for promoting metacognition among students, also (Tanner, 2012). According to (Tanner, 2012) “It takes no more than a few simple statements by an instructor to transform an existing preassessment prompt be it a homework assignment, an index card, or a clicker question into a metacognitive activity for students, directing them not only to complete the task as part of the course but also to be metacognitive in doing so and to use the information given on the preassessment to help them begin thoughtful planning of how they might approach learning this new idea”. I think I need to manage my time better. I believe achieving my goals depends heavily on how I manage my time. Also, to remind myself it is okay to make mistakes. I am very hard on myself when it comes to school and life in general. Reference Tanner K. D. (2012). Promoting student metacognition. CBE life sciences education, 11(2), 113– 120. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3366894/ Topic 6 DQ 2 This DQ ties in DQ 1 in that many factors involved in metacognition are imperative for developing good study habits and retaining the information. IN DQ 1, I mentioned that a study conducted in 1988 by Nelson and Leonesio stated that students who increased the speed of their studying when accuracy was of more importance than recalling the information ((Koriat, 2007). Another study by Metcalfe and her colleagues in 2002 found that the amount of time devoted to the study of information depended on the difficulty level of the information (Koriat, 2007). As such, I think that students can use information on metacognition by allowing themselves more time to study information with a higher degree of difficulty and put off the more comfortable and more well-known information until later. I also think that coming up with a strategy to maximize their retention of information is vital. They should place concrete limits on the amount of time they study to avoid becoming burned out and stressed. If there is information, they are unclear on, they can devote a little extra time to whatever concepts they are not grasping until they reach a level of understanding they feel comfortable with before moving on to the next bit of information. I think some strategies that I would implement would be coming up with a concrete plan of execution when it comes to studying. As it stands now, I typically am very sporadic with my study habits. I tend to spend hours on end reading and taking notes and doing further research on concepts that I feel I need more clarification on. Also, my time management for studying is not the best, so I need to come up with a schedule to keep myself on track. I also feel that I need to have more confidence in what I know. There have been many times where I thought I faltered on specific information to include in some of my previous essays, but have received maximum points for my efforts. I should just trust my instincts better because I obviously know more than I think I do. Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), Cambridge handbook of consciousness. Cambridge University Press. Credo Reference: https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/cupcon/met acognition_and_consciousness/0?institutionId=5865 Topic 6 DQ 2 Hello class, As we know, metacognition is thinking about how we think and learn. This is useful when wanting to improve academically as a student. When we understand the patterns in how we are able to learn and how we think about things, we can use that information to our advantage when growing academically. According to THE UNIVERSITY of NORTH CAROLINA at CHAPEL HILL (2020), there are numerous strategies that can be used metacognitively to help with academics. Depending on a person and how they think individually, some strategies may or may not work for him or her. As for me, the best strategy, according to THE UNIVERSITY of NORTH CAROLINA at CHAPEL HILL (2020), is thinking out loud and remembering to take a break. I learned that when I study, if I act like I am teaching the topic to others who do not know the topic, I retain that information better. When I used to study, I would forget to take a break. I learned that studying too much gets me confused and it is harder to retain that information. I would also confuse the information if I studied for long periods of time. Another strategy that I have used since I was younger is flashcards. Flashcards help me tremendously in academic work. Knowing that I know this works, I use it for almost every learning process I go through. I learned over the years to jumble the cards up to be sure I understood the material. According to THE UNIVERSITY of NORTH CAROLINA at CHAPEL HILL (2020), “By using metacognition when you study, you can be strategic about your approach. You will be able to take stock of what you already know, what you need to work on, and how best to approach learning new material” (para 2). Reference: