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Process feedback differs from outcome feedback because it:
Is always more positive and encouraging than outcome feedback
Assigns a numerical grade to the learner's performance
Evaluates the approach and strategy the learner used, rather than the result
Focuses exclusively on what went wrong during the task
The "metacognitive pause" technique involves:
Stopping after a key moment and asking the learner "What just happened in your mind?"
Asking the learner to meditate before beginning a task
Pausing the lesson to review vocabulary from the previous week
Taking a break halfway through each coaching session
Metacognition, as defined by Flavell, is best described as:
The speed at which new language structures are acquired
The ability to memorise large amounts of information quickly
Thinking about thinking — observing and evaluating one's own cognitive processes
A learning style preference for visual or auditory input
In SDT, the need for relatedness specifically involves:
Receiving public praise from the teacher in front of classmates
Feeling connected to others, belonging, and mattering to someone
Competing with peers to establish one's standing in a group
Having a large social network of acquaintances