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Unit 1 Metacognitive Review

1. How did you do on the Unit 1 Quiz? Why?
2. Which note-taking strategies worked well for you? Which didn't? Why?
3. Which study methods (e.g., textbook, videos, websites, interactive presentations, etc.) worked well for you? Which didn't? Why?
4. What do you need to do differently to (a) master the concepts that you missed from Unit 1 and (b) do better in Unit 2?
5. How can I help you to learn the course content better? Are there things in Unit 1 that could be improved? What should I do differently in Unit 2?
6. What have been the major takeaways from your field experience regarding the content in this unit (i.e., brain function and development, assessment, metacognition and self-regulation, intelligence, and motivation)?
1. I got 100% on my second try but missed two on my first. I had a good overall knowledge.  However, the questions that were looking for specific answers proved that I hadn't studied the specifics as well as generalities. 
2. I liked bits and pieces of each one, but none of them worked well enough individually. I feel like I've learned to pay attention to my own learning.  I know I learn well from writing, not typing. After the first lesson, I realized that typing was not going to benefit me long term so I reverted handwritten notes thereafter. I also tend to like a lot of text, arrows, "side notes," summaries, etc. I did like the Cornell notes because specifically gave a spot for summarizing the information.  That was a good reminder that I should periodically add summaries to my notes because I know they're valuable ways for me to monitor and evaluate my progress. 
3. I am a visual learner. I love lectures when the teacher writes in outline form on the board. I can copy the outline and add a lot of my own notes to make connections as I go. My notes only vaguely resemble the professors because I've learned what to add to understand it all. I love charts, graphics, images, etc. My brain makes connections visually, and I remember information spatially--it's like I can visualize the information in my notes. I wouldn't say I have a photographic memory by any stretch. but I can "see" my notes. Although I learn best when visuals are combined with auditory, like lectures, I don't learn well from straight lectures or words unless I can make my own notes as I go. The animated videos don't work as well for me unless there are visuals to see and process along with the information because making the connections through sound is not my strength.
4. I think I learned the concepts pretty thoroughly in Unit 1. I plan to give myself more time to complete the the lessons because I was rushed once or twice. I like to take my time to really process information, and it stresses me out when I feel rushed. 
5. The only thing I find difficult is the numerous links scattered all over the lesson pages. My brain likes a list of links, and seeing them scattered throughout the paragraphs and pages makes it difficult for me to wrap my head around all of them and to place them within my mental categories (this is hard to explain, but it makes sense to me). I've found that opening new tabs for each link, pinning each tab (so I can't accidently close them), and keeping them in order helps me. I keep them all open until I've completed all the assignments. That makes it easier to reference them in the TIPRs. So, I don't think it's anything you need to do differently. I just had to come up with something that worked for me. 
6. The link between metacognition, mindset and motivation has been a big one for me. Particularly metacognition (cycle of self-regulation) and mindset. I was one of those kids like Chelsea in the quiz essay example. School had always been easy for me, and I'd always been told I was "smart." My parents are both educated, my dad is particularly intelligent (with advanced degrees). I didn't know how to struggle or "fail" or how to think about my own thinking or learning. I was intimidated by AP classes. If it didn't come easy I was afraid that failing would mean I wasn't as smart as everyone told me I was. Looking back I realize how much my mindset has changed over the years (I have two kids and am going back to school years after my first college experience). I wish I had understood how much we can influence and control our learning and brain development. I wish I understood fixed mindset vs growth mindset. I've read a few books about this over the years because I've been so encouraged by the idea of growth. But the connection to metacognition was one I hadn't realized. I have learned how to think about my own learning (with age and experience), but I hadn't connected that to my developing growth mindset, and now I see the connection. If I teach my students anything I want it to be that they can learn anything if they really want to. Their brains can get smarter! They can learn how to be better at studying. I wish I had learned this when I was younger. 

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