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.