Meta Cognitive Log: Overview - Washington Black Part I, Chapters 1-4

Summary

In this educational video, the instructor explains the concept of metacognition and its application in a metacognitive log, a tool for enhancing reading comprehension. Students are guided to use a metacognitive bookmark to annotate texts, reflecting on key quotes and making predictions. The assignment involves finding 'golden lines' per chapter, discussing them in a log, and submitting this along with a picture of annotations. The instructor reassures students that they will receive further instructions and encourages them to do their best.

Takeaways

• 📘 The assignment involves creating a 'metacognitive log' to track and reflect on reading assignments.
• 🔍 A metacognitive log is a tool for self-awareness in reading, encouraging students to think critically about the text.
• ✏️ Students are instructed to take notes on one side of the log and their reflections on the other side.
• 🔗 The 'metacognitive bookmark' is a guide to help students identify important quotes and make predictions or connections.
• 📚 The bookmark is meant to be used alongside the reading material to facilitate active engagement with the text.
• 📝 After reading, students should find one 'golden line' per chapter that resonates with them or is significant to the chapter's themes.
• 🖊️ The metacognitive log requires students to write down these 'golden lines' and their personal thoughts on why they chose them.
• 📸 Students are asked to take a picture of their annotated text as evidence of their engagement and reflection.
• 💻 The final submission includes the metacognitive log with reflections and a picture of the annotated text.
• 🔄 The instructor acknowledges technical issues with the metacognitive bookmark and promises to provide a fix and additional guidance.

Q & A

What is a metacognitive log?

A metacognitive log is a tool used throughout the semester to track and reflect on one's reading. It involves taking notes on important quotes and then writing personal thoughts about those quotes on the right side of the log.

How is the metacognitive log different from regular note-taking?

The metacognitive log is different because it requires not only noting important quotes but also engaging in a deeper level of thinking about the material, such as making predictions or connections, and then recording those thoughts.

What is the purpose of the metacognitive bookmark provided by the instructor?

The metacognitive bookmark is designed to help students think critically about the text. It prompts them to consider why certain quotes are important and to make predictions or connections, which they can then annotate within the text.

What does the instructor mean by 'talking back to the text'?

The instructor refers to 'talking back to the text' as the process of actively engaging with the material by making annotations, predictions, and connections, thus making visible the reader's thoughts and interactions with the text.

Why is it important to find a 'golden line' per chapter in the reading?

Finding a 'golden line' per chapter is important because it helps students identify key sentences that are particularly significant or resonate with them, which they can then analyze and reflect upon in their metacognitive log.

How should the 'golden lines' be highlighted in the text?

The 'golden lines' should be the only sentences highlighted in each chapter, with the rest of the text containing only underlines and notes made during the reading process.

What should be included in the final submission for the metacognitive log assignment?

The final submission should include the metacognitive log with four 'golden lines' and the student's thoughts about them, as well as a picture of the annotations made within the text of the book.

What is the role of metacognition in the learning process as described by the instructor?

Metacognition plays a crucial role in the learning process as it involves being aware of one's own thinking, such as understanding what is being learned and how it relates to the material being taught, which is practiced through activities like note-taking and annotating texts.

Why does the instructor emphasize the importance of submitting the annotated text with the metacognitive log?

The instructor emphasizes this because it provides evidence of the student's engagement with the text and their metacognitive processes. It also makes the grading process easier and more efficient.

What is the instructor's plan to further assist students with the assignment?

The instructor plans to create additional videos to provide clearer instructions on how to use the metacognitive bookmark and how to effectively engage in 'talking back to the text' within the book.

Outlines

00:00

📚 Introduction to Metacognitive Log

The speaker begins by addressing confusion regarding an assignment and aims to clarify the concept of metacognition. A metacognitive log is introduced as a tool to be used throughout the semester for submitting reading logs. It involves taking notes on key quotes from assigned readings and reflecting on them. The instructor provides a metacognitive bookmark to assist students in identifying important quotes and making predictions or connections. The process of using the bookmark for in-text annotations and then transferring thoughts to the metacognitive log is outlined. The instructor acknowledges a technical issue with the bookmark's availability and promises to address it and provide further instruction in subsequent videos.

05:01

🔍 Deep Dive into Metacognitive Annotation and Log Completion

The second paragraph delves into the specifics of the metacognitive log assignment. Students are instructed to find one 'golden line' per chapter that resonates with them or is pivotal to the chapter's themes. These lines should be highlighted, and the rest of the text should be annotated with notes and thoughts. After identifying these lines, students open the metacognitive log to record the selected sentences and their personal reflections on them. The instructor emphasizes the importance of writing down thoughts on why certain lines were chosen and any predictions or connections made. Additionally, students are tasked with taking a photo of their annotated text and incorporating it into their metacognitive log submission. The speaker assures students that further guidance on using the metacognitive log and annotating text will be provided in future videos.

Keywords

💡Metacognition

Metacognition refers to the ability to think about one's own thinking process. In the context of the video, it is the practice of being aware of and reflecting on one's own comprehension and learning strategies. The video emphasizes the importance of metacognition in the process of reading and annotating text, as it helps students to engage more deeply with the material and develop a critical understanding of the content. The instructor mentions that a metacognitive log will be used throughout the semester, indicating its central role in the course.

💡Metacognitive Log

A metacognitive log is a tool for tracking and reflecting on one's learning process, particularly in the context of reading and understanding text. The video describes it as a record that includes notes on important quotes from the reading material and the student's thoughts about those quotes. It is used to facilitate metacognitive practices such as making predictions, connecting ideas, and responding to the text. The log is a central component of the assignment discussed in the video.

💡Reading Log

A reading log is a document where students record their reading activities, typically including reflections, summaries, and responses to the text. In the video, the reading log is specifically a metacognitive log, which means it goes beyond simple tracking to include deeper analytical and reflective practices. The instructor explains that each assigned reading will require a corresponding metacognitive log to be submitted.

💡Annotations

Annotations are notes or comments made directly in the margins of a text to highlight, interpret, or critique the content. The video script describes the process of annotating text as a form of 'talking back to the text,' which is a metacognitive practice. Students are instructed to use the metacognitive bookmark to guide their annotations and to take pictures of these annotations as part of their assignment submission.

💡Metacognitive Bookmark

The metacognitive bookmark is a tool provided by the instructor to help students engage with the text actively. It prompts them to make predictions, ask questions, and make connections while reading. The video mentions that the bookmark will be used to guide students in taking notes and annotations within the text, and it will also be referenced when completing the metacognitive log.

💡Golden Lines

Golden lines refer to particularly significant or impactful sentences that the student identifies in each chapter of the reading material. The video instructs students to find one golden line per chapter, highlight it, and then reflect on it in the metacognitive log. These lines are meant to capture key ideas or resonate with the student in some way, and they serve as a focal point for deeper analysis and personal response.

💡Predictions

Predictions in the context of the video are a metacognitive strategy where students anticipate what might happen next in the text based on their current understanding. The metacognitive bookmark prompts students to make predictions, which are then recorded in the metacognitive log. This practice helps students to engage more deeply with the narrative and think critically about the text's direction.

💡Reflection

Reflection is the process of thinking back on an experience or activity to understand it better or to learn from it. In the video, reflection is a key component of the metacognitive log, where students are asked to write their thoughts about the golden lines they identified. This reflection is meant to demonstrate the student's understanding and personal engagement with the text.

💡Talking Back to the Text

Talking back to the text is a metacognitive strategy mentioned in the video where students actively engage with the material by questioning, critiquing, or expanding upon it through annotations and written reflections. This approach encourages a deeper level of comprehension and analysis, as students are not just passively reading but actively interacting with the content.

💡Assignment Prompt

The assignment prompt in the video refers to the instructions provided to students for completing a specific task, in this case, the creation of a metacognitive log. The prompt includes details about what the assignment entails, how to use the metacognitive bookmark, and what is expected for submission. It serves as a guide for students to understand and complete the assignment correctly.

Highlights

The assignment involves creating a metacognitive log to track reading progress and understanding.

A metacognitive log is a tool for reflecting on one's reading process throughout the semester.

For each reading assignment, a corresponding metacognitive log must be completed.

The log has two parts: noting important quotes and reflecting on them.

The metacognitive bookmark is a guide to help identify significant quotes in the text.

The bookmark prompts for predictions and deeper analysis of the text.

Annotations in the text are a form of metacognitive practice, showing active engagement with the material.

The instructor will provide a metacognitive bookmark to assist with the assignment.

The metacognitive log requires writing down 'golden lines' from each chapter and reflecting on them.

Highlight one sentence per chapter considered the most significant or resonant.

After reading and annotating, open the metacognitive log to record reflections.

The log's left side is for the author's thoughts, and the right side is for the student's reflections.

The assignment submission includes the metacognitive log and a picture of text annotations.

The instructor will create additional resources to clarify the use of the metacognitive log.

Students are encouraged to do their best with the assignment, and further instructions will be provided.

Transcripts

cool

um but i just wanted to take a moment to

explain this assignment um because i

know some of you guys have sent me some

emails and are a little confused so

uh number one this top part it's

important that you take some time to

look this over to try to understand

what i mean by metacognition and what

we're trying to achieve

on this metacognitive log

a metacognitive log is something that

we'll be working on all semester long

and it will be your it will be how you

turn in your um

your reading logs to me

um so each time i assign you a reading

you also have to do a metacognitive log

okay

basically a metacognitive log is just a

something that keeps track of um your

the reading by taking notes on one side

of the um of the quotes that you think

are really important and then on the

other side the right side of the log is

where you're going to put some of your

thoughts about those quotes

for now i just want you to use the

metacognitive bookmark that i have

supplied you on this assignment prompt

and the metacognitive bookmark will help

you to

think about why particular quotes in the

book are more important than others so

perhaps

um you're thinking about the

metacognitive bookmark

one of the things that says that the

metacognitive i'm sorry one of the

things that the metacognitive bookmark

talks about is making predictions so i

predict

that this character will

um

end up

[Music]

murdering another character i don't know

um so you're using the metacognitive

bookmark

to take notes inside the text

and then when you do your metacognitive

log you also look at those annotations

and you look at your metacognitive

bookmark to respond more carefully to

some of the quotes okay

so that's

in a nutshell what you're doing let me

just break this down step by step so

that will help to clarify anything that

still doesn't make sense from what i

just said

okay

so metacognition is thinking about what

you're thinking about it's an awareness

of what you're thinking about okay we

take notes of a teacher's lecture when

we take notes what we're doing is we are

engaging in a metacognitive practice

we're thinking about

what we're learning about what the

teacher is talking about

similarly we do the same thing when we

read when we read

a good note taker an expert reader is

aware of what they're thinking about on

the text

so about the text so

i call that talking back to the text

okay but you're making that that talk

that talk that you're using to talk back

to the text

you're making that visible by writing it

on the text okay

so the metacognitive bookmark and i know

some of you guys have told me that the

metacognitive bookmark

um oh you're right it's not available

here okay so i'll have to fix that some

of you guys have told me that the

metacognitive bookmark link doesn't work

so i'll fix that right now

um

okay so what the metacognitive bookmark

does is it helps you to articulate those

thoughts it helps you to talk back to

the text okay

um

i'll make another video after this one

that shows you um more clearly what how

to use the metacognitive bookmark but

for now i just wanted to talk about the

assignment itself

um

you also need um once you're done once

you're done annotating the text you'll

also need this

um a copy of the metacognitive

um

log that's not coming up either

okay so i guess i'll have to make

another video of just the metacognitive

vlog okay so you're gonna use

metacognitive bookmark to just write in

the text that's step one okay talk to

the text

so you should have that bookmark next to

you as you're reading um either on your

screen split the screen so you have it

next to you next to the book next to the

digital copy copy of the book

or print it out and cut it out and put

it into your hard copy of the book and

use it throughout the whole time you're

reading the novel okay

as you read

okay you're taking notes inside the text

you're talking back to the text right

once you're done reading using the um

the suggestions i've provided you up

here okay and writing in the text once

you're done reading a particular section

and writing in the text

go back over what you wrote read

and find one sentence per chapter this

is step two find one sentence per

chapter that you think is just an

excellent sentence for whatever reason

so maybe you think it's just really

important to the

the purpose or the

um the the important ideas that are in

the in the in that chapter

or maybe you just really responded it

resonated with you a particular sentence

you just really liked it a lot right

um

so in each chapter you find one sentence

it's like that one golden line okay

then highlight highlight that sentence

so you should only have one highlighted

sentence per chapter the rest of it

should just be underlines

notes that you're taking that kind of

thing using the metacognitive log

when you're done um finding a golden

line per chapter that's when you open up

the metacognitive log okay so up here

remember i gave you the link so right

here copy of metacognitivelog

i'll draw a picture i'll draw that

that's so once you're done with step

three then you open up metacognitivelog

okay

um once you have the metacognitive log

open it should be pretty clear to you

what to do with it you on the left hand

side of the metacognitive lock you write

down those sentences you write down

those four golden lines you can either

type them or you can print out the

metacognitive log and write them by hand

okay

and then on the right hand side so on

the left hand side is the author's

thoughts on the right hand side you're

going to put your own thoughts so why

did you choose that golden line um

maybe it maybe you want to make a

prediction about something in the

sentence maybe you want to make a

connection between one sentence and

something that's happening in the rest

of the world maybe you want to

make a connection to something about

that sentence and something that we're

going to talk that we that we have been

talking about in class or we'll talk

about in class whatever you want to do

it doesn't matter but the point is that

you're writing your thoughts about the

sentence on the right hand side of the

metacognitive log okay

once you're finished with your

metacognitive log so you should have

four golden lines

plus your thoughts about the golden

lines on the metacognitive log

go back over the annotations you chose

okay

and i want you to pick

a page maybe two pages where you really

did a lot of annotations you really did

a lot of thinking

okay

where you really talked back to the text

you use that metacognitive bookmark

take a picture of that page or take a

picture of two pages okay use your cell

phone

and you should be if you're using um

google docs which is what i um that

that's the that's the service i've given

you through the the metacognitive

log

document

um if you're using that document for

your metacognitive log it shouldn't be

that difficult to go ahead and upload

that picture to google

photos

and then

from there it should be pretty easy easy

to just insert that picture onto your

metacognitive log okay

that is what you turn into me so your

metacognitive log with the four

sentences plus your four thoughts about

the four sentences

and then

a picture of your annotations the notes

that you wrote in the actual text of

your book okay

so those two things the metacognitive

log and a picture of your annotations

that's what you submit to me

if you cannot submit the picture

directly onto the document i don't care

how you do it just find another way

try to submit it to this assignment

prompt because it's really difficult for

me to go back over and try to

find that somewhere else if i if you

email it to me or something like that so

please do whatever you can to try to

submit the picture

with the metacognitive vlog okay

i hope that helped you guys um

i will do my best to make another

recording soon of the um of the

metacognitive vlog to give you some more

instruction on that and it will i'll

also do another video

to give you more instruction on how to

do the um

talking to the text inside the book but

go ahead and just do your best at this

point to um to finish this assignment

that's all i expect i just expect your

best okay

and

we will talk soon thanks a lot