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7. How does concept mapping improve your metacognition?
A
Successful Performance
Successful application of your learning looks like this
As you begin to apply what you’ve learned, you should have a good idea of what success looks like.
A SUCCESSFUL
PERFORMANCE
I have learned to use metacognitive awareness to enhance my future learning performance.
I...
●
Articulate what I learn and the role of that knowledge in a key performance
●
Identify and describe the purpose for my learning, especially my own motivation
●
Identify the critical learning skills I use while learning and gauge my improvement in
these specific skills
D
emonstrate Your Understanding
Apply it and show you know in context!
In exploring what you have learned in mathematics, pick two things you know very well. For each,
complete a Metacognitive Exploration worksheet (review the Metacognitive Exploration you completed
at the beginning of this activity). Afterward, complete an Elevating My Knowledge worksheet for each,
identifying how you will elevate your learning (from Level 2 to 3, or Level 3 to 4). Note that you
may want to review the Methodology for Elevating Knowledge and the example. (All worksheets are
available on the companion website.)
H
ardest Problem
How hard
can
it be? Can you still use what you’ve learned?
Based on the Methodology and Discovery exercise you completed at the beginning of this activity, select
an area of mathematics that is challenging for you and reproduce the same level of thinking that the
Elevating Knowledge Methodology makes possible. (In other words, apply the methodology to an area
of mathematics that is difficult for you.)
T
roubleshooting
Find the error and correct it!
Identify the error and provide a correction:
The adding and subtracting of mixed numbers was this week’s topic to be mastered. To save time, I
wanted to wait until class so the instructor could show me how to do it. She modeled three examples
on the board, which I copied to use that night to help me as I did the 20 homework problems. I was
able to do half the problems before I ran into trouble, so I went to the professor’s office hours the next
day to ask her for more help. After she showed me a few more examples, I felt comfortable for the test.
1.2 Applying the LPM: Math and Metacognition