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The assignment instructs students to teach the purpose of metacognition, define the three-step process, and identify three metacognitive strategies with guidance on when and how to apply them. A major requirement is a class activity where classmates actually use a selected strategy, followed by brief reflection, monitoring and adjustment, and a simple visual aid with a final citation slide.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/metacognition-presentation-class-activity/436914/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/metacognition-presentation-class-activity/436914.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-24","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the core parts students must teach in the presentation?","Question",{"text":112,"@type":113},"Students must define metacognition and explain the Plan, Monitor, Evaluate process, then explain why it matters for learners.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is required for the class activity beyond explaining a strategy?",{"text":117,"@type":113},"The activity must make classmates actually apply the strategy, include brief check/reflection questions, and show monitoring and adjustments during learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the rubric evaluate for the group’s presentation and research?",{"text":121,"@type":113},"It evaluates the definition and importance of metacognition, identification and recommended use of three strategies, and then assesses application during the activity, reflection, monitoring/adjusting, preparedness, visual aid, communication, and correct final citation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},436914,1792207686,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","P M E  \nPLAN MONITOR EVALUATE  \nMetacognition Presentation + Class Activity  \nTeach the class how metacognition helps learners plan, monitor, and evaluate their learning.  \nFIRST: Watch the metacognition instructional video in  Use its Plan, Monitor, Evaluate model as your foundation.  \nWhat to include Mini-lesson rules  \n• Define metacognition and explain the basic Plan, Monitor, Evaluate process. (5 pts)  \n• Explain why metacognition matters for us as learners. (5 pts)  \n• Briefly identify three metacognitive strategies. (10 pts)  \n• Recommend how and when students should use those strategies to improve learning. (10 pts)  \n• Create a class activity that makes students actually apply one of the strategies. (40 pts)  \n• Your activity must do more than explain the strategy: classmates should use it.  \n• Build in a brief check or reflection: Is this working? How do I know? What should I adjust?  \n• Bring any materials or supplies your class activity requires.  \n• Keep the visual aid simple: about 3-4 bullets, 3-4 words per bullet.  \n• Explain in your own words. Do not read from slides or notes.  \n• Use reliable sources and include a final citation slide. (5 pts)  \n• Be prepared, organized, and ready to lead the class.(Preparedness 5; Communication 15)  \nTarget presentation date: Tuesday, September 15 Total: 100 pts | Late: -10 pts  \nThe big rule:  \nDo not just name a strategy. Make the class use it, monitor it, and evaluate it.  \nMetacognition Presentation Class Activity Rubric Total: /100 (Late: -10 pts.) Group Members:   Presentation Date:    \nPresentation Content / Research-30 points  \n\n| Item | Pts | What earns full credit |\n| --- | --- | --- |\n| Definition of Metacognition | /5 | Defines metacognition accurately, including the Plan, Monitor, Evaluate cycle. |\n| Importance for Learners | /5 | Explains why metacognition can improve learning and preparation. |\n| Three Metacognitive Strategies | /10 | Briefly identifies three appropriate metacognitive strategies. |\n| Recommended Use | /10 | Explains how and when students should use the strategies to improve learning. |\n\nClass Activity + Presentation-70 points  \n\n| Category | Excellent | Good | Fair | Needs Improvement |\n| --- | --- | --- | --- | --- |\n| Understanding of Strategy (10) | 10 pts: Clearly identifies and explains the metacognitive strategy with strong insight. | 8 pts: Identifies and explains the strategy with minor gaps. | 4 pts: Strategy is identified, but the explanation lacks clarity or depth. | 2 pts: Strategy is unclear or not identified. |\n| Application of Strategy (10) | 10 pts: Classmates apply the strategy effectively and consistently during the activity. | 8 pts: Classmates apply the strategy appropriately with minor inconsistencies. | 4 pts: The activity attempts to apply the strategy but with limited effectiveness. | 2 pts: Little or no evidence that the activity applies the strategy. |\n| Evaluate / Reflect on Learning (10) | 10 pts: Includes thoughtful reflection on how the strategy affected learning or understanding. | 8 pts: Includes reflection on learning with some insight. | 4 pts: Reflection is present but superficial. | 2 pts: Minimal or no reflection on learning. |\n| Monitor & Adjust (10) | 10 pts: Clearly shows how learners monitor progress and make adjustments when needed. | 8 pts: Shows some evidence of monitoring and adjusting. | 4 pts: Shows limited evidence of monitoring or adjusting. | 2 pts: No evidence of monitoring or adjusting. |\n| Preparedness (5) | 5 pts: Fully prepared; all materials are ready; strong use of class time and organization. | 4 pts: Mostly prepared; minor issues with timing or materials. | 2 pts: Somewhat prepared; noticeable gaps in readiness. | 1 pts: Unprepared or disorganized. |\n| Visual Aid (5) | 5 pts: Visuals are clear, purposeful, and enhance understanding. | 4 pts: Visuals are clear and relevant. | 2 pts: Visuals are present but basic, crowded, or unclear. | 1 pts: No visual aid, or visuals are confusing or i","cbCaijnShCcsK54e","https://ap.wps.com/l/cbCaijnShCcsK54e","pdf",277101,"English","# Metacognition Presentation + Class Activity\n## What to Include Mini-lesson Rules\n## Class Activity Requirements\n## Presentation Date, Scoring, and Late Policy\n## Metacognitive Strategy Choices\n## Metacognition Presentation Class Activity Rubric","[{\"question\":\"What are the core parts students must teach in the presentation?\",\"answer\":\"Students must define metacognition and explain the Plan, Monitor, Evaluate process, then explain why it matters for learners.\"},{\"question\":\"What is required for the class activity beyond explaining a strategy?\",\"answer\":\"The activity must make classmates actually apply the strategy, include brief check/reflection questions, and show monitoring and adjustments during learning.\"},{\"question\":\"What does the rubric evaluate for the group’s presentation and research?\",\"answer\":\"It evaluates the definition and importance of metacognition, identification and recommended use of three strategies, and then assesses application during the activity, reflection, monitoring/adjusting, preparedness, visual aid, communication, and correct final citation.\"}]","Metacognition Presentation - Class Activity | PDF",1790679428]