1. Week 11:
2. Week 12:
3. Week 6:
3.1. models of SRL
3.1.1. Zimmerman's model 2009
3.1.1.1. forethought > performance > self-reflection
4. Week 8:
5. Week 9:
6. Week 10:
7. Week 7:
7.1. Levels of Cognition
7.1.1. 1. Cognition
7.1.2. 2. Metacognition
7.1.3. 3. Epistemic cognition
7.2. Metacognitive knowledge
7.2.1. 1. Declarative
7.2.1.1. Understanding intellectual strengths and weaknesses.
7.2.2. 2. Procedural
7.2.2.1. How to implement learning procedures/strategies.
7.2.3. 3. Conditional
7.2.3.1. When and why to use learning procedures.
7.3. Metacognition: Learning Strategies
7.3.1. Learning Strategies – Research (i) [Dunlosky, et al., (2013) p. 6 ]
7.3.1.1. 1. Elaborative interrogation
7.3.1.1.1. Generating an explanation for why an explicitly stated fact or concept is true.
7.3.1.2. 2. Self-explanation
7.3.1.2.1. Explaining how new information is related to known information, or explaining steps taken during problem solving.
7.3.1.3. 3. Summarisation
7.3.1.3.1. Writing summaries (of various lengths) of to-be-learned texts.
7.3.1.4. 4. Highlight/underlining
7.3.1.4.1. Marking potentially important portions of to-be-learned materials while reading.
7.3.1.5. 5. Keyword/mnemonic
7.3.1.5.1. Using keywords and mental imagery to associate verbal materials.
7.3.1.6. 6. Imagery for text learning
7.3.1.6.1. Attempting to form mental images of text materials while reading or listening
7.3.1.7. 7. Re-reading
7.3.1.7.1. Re-studying text material again after an initial reading.
7.3.1.8. 8. Practice testing
7.3.1.8.1. Self-testing to taking practice tests over to-be-learned material.
7.3.1.9. 9. Distributed practice
7.3.1.9.1. Implementing a schedule of practice that spreads out study over time.
7.3.1.10. 10 Interleaved practice
7.3.1.10.1. Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material within a single study session.