Question 26 of 50

According to the description of metacognition, what are its two different but related aspects?

What are the four categories of activities that Weinstein and Mayer (1986) emphasize to help students become more efficient and effective learners?

What is the primary purpose of the Classroom Opinion Polls technique (CAT 28)?

In the Freshman Seminar example for the 'Everyday Ethical Dilemmas' technique, what percentage of students thought the character Anne should not do anything about her roommate's plan to cheat?

What is the core activity students perform when using the Double-Entry Journals technique (CAT 29)?

According to the 'Step-by-Step Procedure' for Double-Entry Journals, how many excerpts from the text are students suggested to copy?

What is a primary purpose of the 'Profiles of Admirable Individuals' technique (CAT 30)?

In the example from 'Ethics in Business' using the 'Profiles of Admirable Individuals' technique, the 'admirable businesspeople' tended to be admired for one of two common reasons. What was one of those reasons?

What does the 'Everyday Ethical Dilemmas' technique (CAT 31) require students to do?

The purpose of Course-Related Self-Confidence Surveys (CAT 32) is to get a rough measure of student self-confidence in relation to what?

In the sample 'Self-Confidence in Mathematics' survey, how many distinct kinds of math problems were students asked to rate their confidence on?

What is the primary focus of the Focused Autobiographical Sketch technique (CAT 33)?

In the 'Speaking for Success' example for Focused Autobiographical Sketches, students were asked to describe a successful public speaking experience within what time limit?

What two assessments do students make when completing an Interest/Knowledge/Skills Checklist (CAT 34)?

In Part I of the sample Interest/Knowledge/Skills Checklist (Exhibit 8.3), what does a rating of '3' signify?

What is the primary purpose of the Goal Ranking and Matching technique (CAT 35)?

In the step-by-step procedure for Goal Ranking and Matching, how many learning goals are students typically asked to list?

What is unique about the Self-Assessment of Ways of Learning technique (CAT 36) compared to most other CATs in the collection?

In the Oral Interpretation example for Self-Assessment of Ways of Learning, what method did 'Speaker A' use to memorize the speech?

What kind of records do students keep when using Productive Study-Time Logs (PSTLs), CAT 37?

For which situation is the use of Productive Study-Time Logs (PSTLs) suggested as particularly useful?

The Punctuated Lectures technique (CAT 38) requires students and teachers to go through how many steps?

In the example of Punctuated Lectures from a teacher education course, how many subquestions did the instructor ask to help students reflect on their learning behaviors?

What is the primary focus of the Process Analysis technique (CAT 39), as contrasted with Productive Study-Time Logs?

In the 'Master Class in Piano' example of Process Analysis, the professor was able to informally correlate the quality of the students' in-class performances with their Process Analysis responses. How many students were in this class?

In the suggested simple way to categorize student responses to Diagnostic Learning Logs, what does a rating of '2' represent?

According to the 'Support strategies' category from Weinstein and Mayer, what is an example of 'negative self-talk' that students might engage in?

In the sample Diagnostic Learning Log Entry Form (Exhibit 8.5), how many questions are listed under the 'Class Session Entry' section?

What is one of the 'Cons' or disadvantages listed for the Classroom Opinion Polls technique?

What is mentioned as a potential danger or 'Con' of using Double-Entry Journals?

According to the 'Caveats' for Profiles of Admirable Individuals, what is much less important than the identity of the individual the student chooses?

In the 'Ideas for Adapting and Extending' this CAT section for Everyday Ethical Dilemmas, it is suggested that student responses might be categorized according to Perry's (1970) 'forms of...' what?

One 'Con' of the Course-Related Self-Confidence Surveys is that some students may have unjustifiably high self-confidence levels. In what way are these students described?

For which type of courses is the Focused Autobiographical Sketch considered 'especially helpful'?

In the sample Interest/Knowledge/Skills Checklist (Exhibit 8.3), Part II asks for a self-assessment of skills and knowledge. What does the letter 'F' represent in the response options?

One 'Caveat' for the Goal Ranking and Matching technique warns against using the CAT if a certain condition is met. What is that condition?

What is a primary 'Con' or disadvantage of the Self-Assessment of Ways of Learning technique?

What is one of the main 'Cons' listed for the Productive Study-Time Logs (PSTLs) technique?

What is considered a significant 'Con' or disadvantage of the Punctuated Lectures technique?

A 'Pro' of the Process Analysis technique is that it may help uncover what?

According to the 'Caveats' for the Process Analysis technique, how should students be asked to present their process to avoid making the task too complex?

One of the 'Cons' of Diagnostic Learning Logs is that the technique can leave students demoralized if a certain condition is not met. What is that condition?

For what type of course is the Diagnostic Learning Log technique described as often working well, due to the commitment to self-improvement it demands?

What is the recommended timing for collecting and assessing Diagnostic Learning Logs the first time students try the technique?

What is the second category used by Weinstein and Mayer to describe how students make knowledge their own, which includes strategies of elaboration and organization?

Which technique from Chapter 8 is described as an adaptation of a technique discussed in Ann Berthoff's 'Forming, Thinking, Writing,' where she refers to her approach as a 'dialectical notebook'?

In the Oral Interpretation example for CAT 36, after discovering that most students used rote learning (like Speaker A) but wished they could use a visual method (like Speaker B), how did the instructor adjust the course?

What is the suggested first step in the 'Step-by-Step Procedure' for Goal Ranking and Matching that an instructor should take before using the technique with students?

Which CAT in Chapter 8 is described as being a more focused version of the academic journals many teachers already use?