This kind of strategies considers two levels: the individual level and the interactive level. For example, using self-talk strategy to increase self confidence at the individual level. Asking questions for clarification is under interactive level. Learners works with other cooperatively. Finally, the metacognitive learning strategies solely connect to the students and their own cognitive processes.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
The term “Emotional Competence” was coined by Carolyn Saarni in 1999. She defined Emotional Competence as the functional capacities wherein a human can reach their goals alter an emotion- eliciting encounter. According to Saarni, “Emotional Competence” entails resilience self-efficacy. When one is emotionally competent, one is demonstrating one’s self-efficacy in emotion-eliciting transactions, which are social in nature. By using the term “Emotional Competence,” we can begin to articulate the emotion-related capacities and abilities an individual need to deal with that changing environment.
Al-Harthy and Was (2010) seal the positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies. Susimesta (2006) states that drawing a boundary line between cognition skills and strategies and metacognition skills and strategies is sometimes difficult. In an attempt to identify the theoretical and empirical boundary line between self-regulation, self-regulated learning and metaconition. Al-Harthy and Christopher, (2010) cited a study by Dinsmore, Alexander, and Loughlin (2008) that dissected 225 studies and concluded that metacognition is so pertained to cognitive orientation while self-regulation more to human action . It should be mentioned that albeit the mecognitivley aware students show better performance and are more strategic learners than those less cognizant of (Zimmerman and Martinez-Pons, 1990), there is some inconsistency between findings in some researches.
Monitoring is one’s self-checking at each stage of the task. Evaluation includes the learner’s appraisal of the outcome and reflection on what new knowledge he or she gained”. [Delvecchio, F. (2011)] Metacognition is a subdivision of cognition, or a type of cognition. It is defined as the scientific study of an individual's cognitions about his or her own cognitions. Basically, metacognition is the self-reflection of cognition.
Teacher Efficacy and Teaching Strategies Techniques in teaching will definitely increase the ability of the teacher to teach mathematics. There were several findings, which prove that knowledge in instructional strategies will also add self-efficacy of teachers. As the findings of Chatzistamatiou, Dermitzaki, & Bagiatis (2014), using path analysis, results showed that teachers’ self-regulation strategies both for their teaching and for enhancing students’ regulation in mathematics were predicted by their self- efficacy beliefs in teaching mathematics, the value they attribute to mathematics and their emotional commitment to their profession. The study of Smith (2010), revealed a statistically significant relationship between mathematical teaching self-efficacy (efficacy) and mastery approaches to instruction, as well as a significant relationship between mathematical teaching self-efficacy (content) and performance-based instruction. The contradiction found within the data suggested an inconsistency among teachers regarding how their mathematical teaching self-efficacy influences their instructional practices.
The findings of the study may result to actions that may eventually benefit students by giving light to teaching techniques or strategies that will help them improve their concepts’ retention. The result of the study may give light to a better technique that might improve students’ performance. In addition to, more innovative approaches or strategies could be implemented considering the capacity or amount of information the brain can handle to avoid overloading of information that may at the end help them overcome their difficulties in the retention and retrieval of the concepts learned. They may become aware of the importance of activating their senses and memory in the learning process to effectively retain and retrieve learnings in the future. Teachers.
The second performance of any duty, including the core technical activities through the monitoring of raw materials, coordination, supervision, distribution of final products, When this type of task performance is done well, in fact separate pieces of behavior which produce goods except services and will facilitate the effectiveness of this way is effective (Motowidlo, J.S 2003).Second performance is conceptual performance. It is activities that organization doing to support the social environment organization. Conceptual performance including those behaviors that effect on organizations through the fields of psychological, social, and organizational work. People can be affecting on performance in some way: One way work through people as they do organizational valuable behavior themselves. That acts a positive effect on the others person, hostility and conflict and improving interpersonal trust.
Additionally, students understand what they’re learning should look like, students are more probable to see success with performance assessments. Performance assessment requires students to execute something, which gains them more likely to retain the knowledge they use. This is supported by (Herman, 1992). Indeed, performance assessment encourages students to work outside the confines of the class for additional learning, it may involve writing or the use of psychomotor skills. As a consequence, this boost of active learning on students.