Manner in which Use of the Met Cognitive Perspective Improve Academic Performance
Met cognitive perspective or approach refers to those techniques and strategies that help teachers as well as students use appropriate skills and competencies for solving a given problem. By using these approaches, students can become successful learners at an early age. Meta-cognitive perspective tends to increase academic performance because in individual is able to plan daily activities and self-regulation concerning academic endeavors.
Meta cognitive perspectives help students to ask questions they need answered that stimulates their collaborative leaning and problem solving. Learners can analyze their own assumptions and concepts using Meta cognitive perspectives. Moreover, this perspective facilitates learners to express their feelings and emotions through self-explanation in speaking and writing .
The Manner in which Learning Strategies Improve Encoding Process for Students
When any information is learned or perceived for the very first time, this process is known as encoding. The learning strategies, such as SQ3R method, improves encoding process with the help of “Recitation or Repetition” of information. When students engage into the academic material, work on and process information, not just merely read it, as well as recite aloud, they are able to derive benefits of dual encoding. Because of this, visual and auditory encoding is facilitated where senses to see and hear are activated at the same time .
When students employ learning strategies, they are able to benefit from building associations. This improves the encoding process since associations require that information in memory should be organized through “elaboration”. Using different learning strategies, learners can associate numerous pieces of information already stored in the longer term memory.
For instance, if a student uses mnemonics as a strategy to learn through auditory, visual and verbal associations, the encoding process becomes easier since making association between different information is convenient. Learning strategies, once employed and frequently practiced, helps students make meaningful associations between currently and previously learned information. Learning strategies help students understand the material conveniently which can be used for building associations as well as quick review for effective learning.
How does Review Increases Retention in Long Term Memory?
In psychology of learning, reviewing is all about replaying all memories and information from time to time. It increases the likelihood that the information will be retained in the long term memory because periodic review, such information gets transferred from short to long term memory. When the information is recalled from time to time using the review strategy, it will take too little effort in recalling the information from long term memory.
The review stage helps students organize the learned material in their mind and build memory. When a student keeps repeating or reviewing information from time to time for making associations, the new pieces of information get transferred to long term memory . Because of this, the possibility of forgetting such information declines resulting in increased information retention. To retain information for longer periods, it is imperative to cyclically and continuously review information. With each review, the memory and its association with neurons becomes stronger .
References
Carter, C. (2013). Mindscapes: Critical Reading Skills and Strategies. Cengage Learning.
Dehn, M. J. (2010). Long-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction. John Wiley & Sons.
Hattie, J., & Anderman, E. M. (2013). International Guide to Student Achievement. Routledge.
Malamed, C. (2012, July 11). Metacognition And Learning: Strategies For Instructional Design. Retrieved January 17, 2016, from The eLearning Coach: http://theelearningcoach.com/learning/metacognition-and-learning/
