D&M Ch 9 Concept Review

1 - Why might students not notice inconsistencies between what they know and what they read?
The student might be only absorbing the material, not synthesizing it into an overall understanding or building an internal model of the text.

2 - Self-explanation.
Self-explanation is the process of telling yourself what you know or understand about a topic. It might improve learning by enabling students to more readily see the gaps or inconsistencies in their understanding. Explanation is less passive, and activates different parts of the brain and different kinds of thinking than just reading.

3 - Self-efficacy.
Self-efficacy is the belief in one's own ability to do things. Students who believe they can learn are more likely to choose significant goals, helpful strategies, to modify their plans as they go (if it's not working, the problem can be fixed by a new strategy, rather than being caused by some failure on their part) and to carry out their plans more effectively than students who are focused on their own limitations.

4 - Knowledge telling versus knowledge transforming
Knowledge telling is a style of writing that emphasizing delineating everything that a person knows about a topic, regardless of order or significance. Knowledge transforming is a style of writing that connects knowledge together toward an argument, narrative, or model, converting raw facts into a synthesis on the topic. Writing monitoring for a knowledge teller is likely to be oriented around form -- am I writing this correctly, do I have all the facts. Writing monitoring for a knowledge transformer is likely to be oriented around content -- does this make sense, am I making a strong argument here, are there angles I am not considering. Revision for a knowledge teller might look more like copyediting -- revision for a knowledge transformer might look more like a rewrite or structural edit.

5 - Metacognition in math
Math problem solving includes developing a model of a problem, the application of rules, the application of strategies, and developing one's insight into the problem. Student metacognition supports successful math problem-solving by helping them to ask questions about their process and potentially change that process along the way: whether they are developing a useful model, whether they are applying the right rules correctly, whether they've chosen the right strategy, and whether there might be some element of the problem they are missing. Since we know that organizing assumptions are both necessary for a problem to be solved and also a blocking factor to successful solutions, strong metacognition allows students to both prevent an unhelpful organizing assumption from taking hold, and to release a useless assumption in favor of a more useful one.