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Metacognition - cognition about cognition, thinking about thinking…

- - - - algorithms - step-by-step prescription for achieving a goal
      - heuristics - a general strategy that might lead to the right answer
        
        means-end analysis - the problem is divided into a number of intermediate goals or subgoals, and then a means of solving each intermediate subgoal is figured out
        
        working-backward strategy - begin at the goal and move back to the unsolved initial problem
        
        analogical thinking - limits your search for solutions to situations that have something in common with the one you currently face
        
        verbalization - putting your problem-solving plan into words and giving reasons for selecting it
    - - Functional fixedness - fixating on conventional uses for materials
      - Response set - getting stuck on one way of representing a problem
      - Representative heuristics - making judgments about possibilities based on our prototypes - what we think is representative of a category
      - Availability heuristic - when judgments are based on the availability of information in our memories
      - Belief perseverance - the tendency to hold on to our beliefs, even in the face of contradictory evidence
      - Confirmation bias- the tendency to search for information that confirms our ideas and beliefs
  - - - Deciding what is important - summarizing, underlining/highlighting, note taking
      - Visual Tools - concept maps, venn diagrams, tree diagrams
      - Reading strategies - READS, CAPS, LINCS
    - - Learning must include appropriate tasks - making sure the goal of the activity is learning and understanding, not simply memorizing
      - Students must care about learning and understanding - they must have goals that can be reached using effective strategies
      - Effort and efficacy - students must believe that they can achieve the goal, and believe they are capable of using the strategy on their own