Answer to Question 1
C
Answer to Question 2
A self-regulated learner uses whatever metacognitive knowledge he or she has to generate thoughts, feelings, and actions that will allow the learner to meet the cognitive demands of a particular task. To function as self-regulated learners, students must know how to do such things as: analyze the relevant characteristics of a particular learning task and setting, use specific techniques for acquiring new information and skills,
remain calm and confident about successfully completing the task, monitor one's progress, know when and from whom to seek help, and reinforce oneself for accomplishing a learning goal.
This description of self-regulated learning implicitly contains the concepts of strategy and
tactics. A strategy is a plan that the learner formulates in advance of engaging a learning task. It specifies what will be done to achieve the learning goal, where it will be done, and when it will be done. The part of the strategy that specifies what will be done involves the selection and use of tactics. Learning tactics can be roughly classified as memory-oriented or comprehension-oriented. Memory-oriented tactics include rehearsal and mnemonic devices. Mnemonic devices are far superior to rote rehearsal because they produce meaningful encodings of information and cues that allow for reliable, verbatim retrieval. Comprehension- oriented tactics include self- and peer-questioning, note taking, and concept mapping.
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