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This process compels an involved learner to look at an idea, concept, term, etc. from different perspectives beyond just the "answer" These seperate ways of looking at the topic at hand allow the student to better undersatnd it.

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Using the ARAD (Analyze--Reason--Answer--Defend), it allows the students to express, think, collaborate and come up with a conclusion to a guided question and allows them to proceed higher level thinking.

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I like that it is more structured than Stop and Jot and so requires a better organization of ideas. The visual format of the quadrants also should help students learn the difference between evidence and reasoning (a problem they are currently having.)

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Using Readings that engage students can be a great way to spark interest and allow students to collaborate and asking the "what if" and "how" and "why" questions.  Moreover, it may allow students to be more engaged and fun when academic vocabulary is introduced.

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This approach to the comprehending of literature will/should deepen the students understanding of the vocabulary (or, make him/her aware of their misunderstandings), especially if, as we did, they are able to share their responses. Even students who don't participate will absorb some important aspects of the content and/or vocabulary.

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this is an awesome way to have students process what they have read in a structured way by organizing their thoughts using the quadrant method. Having a round table discussion about what each student has written in each quadrant. This gives students to branch out and talk about current event issues relating to the content discussed.

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It was great to use expository text with these strategies. Gives a guid of all the steps that students need to go through to develop a well throughout answer with evidence. It makes the student think about why they believe that answer.

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I noticed that the "driving the their brains" model is quite clever analogy.... haha :)

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The freedom to first choose from any connection makes the next step of choosing from a group of words easier.

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I believe this activity would be a good for review or even for an ice breaker at the beginning on a school year to get students engaged in the topic of Biology

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A good way to relate a new word to prior knowledge; the sharing with a partner may double the connections.
Also can be used as a formative assessment to gauge students' control of vocabulary.

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Students used their own thinking to defend their vocabulary word.

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this approach may make the student aware of 1. what they know about the term 2. what they don't know about the term ;
instructor will begin the understand the degree to which the term is understood (and, perhaps, approximately how many are familiar with it)

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I will use this on Monday for sure in my class. We are reviewing for our Genetics Unit test. This gives students the opportunity to organize, inquire, and relate vocabulary to the  real world using pictures.

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I wonder if I can use techniques I learn as effectively with on-level kids as well.

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I wonder if I can use techniques I learn as effectively with on-level kids as well.

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I wonder how long it takes before the physical change in the brain occurs for subjects with better metacognition. 

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I wonder how long it takes before the physical change in the brain occurs for subjects with better metacognition. 

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I noticed that thinking out loud is important for students so they see the process of trial and ERROR that even teachers go through.

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I noticed that thinking out loud is important for students so they see the process of trial and ERROR that even teachers go through.

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with all the pressures that administration are placing on teachers in tested subjects, how do you implement these metacognition strategies with fidelity? The state standards are very level 1 questions.. do you have time go outside the box?

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because MC has a physical home, kids can be convinced that they all have the potential to self-evaluate their thinking; it's not something limited to "others"

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I did not know that there was an actual correlation regarding the amount of gray matter in the prefrontal cortex that has to do with the level or power of ones' metacognition.

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students can be taught how to manage, organize their own thinking

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I noticed that modeling is important even when teaching students about metacognition.

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I have noticed students with better organizational skills and those that manage themselves do tend to perform better as the article states. 

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I have noticed students with better organizational skills and those that manage themselves do tend to perform better as the article states. 

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the article describes giving the student more options on how they learn making instruction more student centered ; focusing on each students learning style.

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I noticed that the thinking is very student centered.  This thinking process will help them in life and school. 

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I noticed that the thinking is very student centered.  This thinking process will help them in life and school. 

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We will use this space to reflect on our experiences throughout the day. 

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We will use this space to reflect on our experiences throughout the day. 