Hits: 13
Metacognitive Awareness Inventory (MAI)
Metacognitive Activity #2
- Please take the Metacognitive Awareness Inventory below.
- Use the scoring guide on pages 4 & 5 to score yourself.
- Identify one section of the MAI you do well on. Reflect in writing (1/4 page) on when and how do you those strategies.
- Now identify one section of the MAI that you do not do well. Write a detailed and specific* plan (¾ to one page) to improve your implementation of those strategies.
- Page format is standard 12pt font (e.g. Times New Roman, Ariel, etc.), normal 1″ margins, and single line to 1.5 line spacing. If you double space, then double the length.
- Turn in a copy of your MAI and reflection to Metacognitive Activity #2 (Extra Credit) dropbox.
*Detailed and specific should include when, where, and how you will implement those strategies. We do not improve unless we have a specific plan on what we are going to do.
For example:
Not effective – I’m going to eat less and exercise to lose weight. (This is not specific or detailed.)
Effective – I will use my Fitbit app to record all of the food/calories I eat during the day. I will go walking with Sally at 8am Monday through Friday. Using my FitBit app, I will eat 200 calories per day less than I use. (This is effective because it has three behaviors that should result in gradual weight loss. It includes a partner who will be walking with me, so I am more likely to do the exercise. Finally, I can evaluate myself in a couple of weeks to see if I’ve been doing these behaviors and tweak my program if it’s not working as well as I would like.)
Metacognitive Awareness Inventory (MAI)
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false as it
generally applies to you when you are in the role of a learner (student, attending classes, university etc.)
Check (ü) True or False as appropriate. When finished all statements, apply your responses to the Scoring Guide.
| True | False | |
| 1. I ask myself periodically if I am meeting my goals. | ||
| 2. I consider several alternatives to a problem before I answer. | ||
| 3. I try to use strategies that have worked in the past. | ||
| 4. I pace myself while learning in order to have enough time. | ||
| 5. I understand my intellectual strengths and weaknesses. | ||
| 6. I think about what I really need to learn before I begin a task | ||
| 7. I know how well I did once I finish a test. | ||
| 8. I set specific goals before I begin a task. | ||
| 9. I slow down when I encounter important information. | ||
| 10. I know what kind of information is most important to learn. | ||
| 11. I ask myself if I have considered all options when solving a problem. | ||
| 12. I am good at organizing information. | ||
| 13. I consciously focus my attention on important information. | ||
| 14. I have a specific purpose for each strategy I use. | ||
| 15. I learn best when I know something about the topic. | ||
| 16. I know what the teacher expects me to learn. | ||
| 17. I am good at remembering information. | ||
| 18. I use different learning strategies depending on the situation. | ||
| 19. I ask myself if there was an easier way to do things after I finish a task. | ||
| 20. I have control over how well I learn. | ||
| 21. I periodically review to help me understand important relationships. | ||
| 22. I ask myself questions about the material before I begin. | ||
| 23. I think of several ways to solve a problem and choose the best one. | ||
| 24. I summarize what I’ve learned after I finish. | ||
| True | False | |
| 25. I ask others for help when I don’t understand something. | ||
| 26. I can motivate myself to learn when I need to | ||
| 27. I am aware of what strategies I use when I study. | ||
| 28. I find myself analyzing the usefulness of strategies while I study. | ||
| 29. I use my intellectual strengths to compensate for my weaknesses. | ||
| 30. I focus on the meaning and significance of new information. | ||
| 31. I create my own examples to make information more meaningful. | ||
| 32. I am a good judge of how well I understand something. | ||
| 33. I find myself using helpful learning strategies automatically. | ||
| 34. I find myself pausing regularly to check my comprehension. | ||
| 35. I know when each strategy I use will be most effective. | ||
| 36. I ask myself how well I accomplish my goals once I’m finished. | ||
| 37. I draw pictures or diagrams to help me understand while learning. | ||
| 38. I ask myself if I have considered all options after I solve a problem. | ||
| 39. I try to translate new information into my own words. | ||
| 40. I change strategies when I fail to understand. | ||
| 41. I use the organizational structure of the text to help me learn. | ||
| 42. I read instructions carefully before I begin a task. | ||
| 43. I ask myself if what I’m reading is related to what I already know. | ||
| 44. I reevaluate my assumptions when I get confused. | ||
| 45. I organize my time to best accomplish my goals. | ||
| 46. I learn more when I am interested in the topic. | ||
| 47. I try to break studying down into smaller steps. | ||
| 48. I focus on overall meaning rather than specifics. | ||
| 49. I ask myself questions about how well I am doing while I am learning something new. | ||
| 50. I ask myself if I learned as much as I could have once I finish a task. | ||
| 51. I stop and go back over new information that is not clear. | ||
| 52. I stop and reread when I get confused. |