How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}

How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
How I Learned it Log {Metacognition, Tracking, Goal Setting, Strategy Use}
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This worksheet puts students in control of their metacognitive processes. Use this form to periodically “check-in” with your students about what they are learning. In my middle-school classroom, we did this at the end of every week. I asked the students to think of one thing that they learned over the course of the week, and then write about how they learned it.

Note, the skill or topic that is listed does not have to be anything academic – it can be learning to shoot a lay-up, learning how to play a new chord on the guitar, or learning how to do laundry.

Students use this worksheet to record:
• What I learned
• How I learned it (choose from several options or add your own)
• Why I learned it (choose from several options or add your own)
• How long it took to learn
• Something new I want to learn

The last entry item, “Something new I want to learn” allows students to set goals, and take control of their learning paths. Again, this does not necessarily have to be something academic, but instead is there to show students that they have the power to seek out new knowledge and learn on their own.

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