Metacognition and its Implications on Pedagogy

1. Presented to:
Dr. Samina Malik
Presented by :
Tahira Rafiq

2. Objectives
 To understand the meaning of metacognition
 To understand the strategies of metacognition
 To understand the metacognitive strategies in the
classroom

3. DEFINITION OF METACOGNITION
 Metacognition has been defined as “one’s knowledge
concerning one’s own cognitive processes or anything
related to them” (Flavell, 1976, in Kaplan et al., 2013)
and is commonly referred to as “thinking aboutone’s
thinking”.
 According to metacognitive theories, metacognition
includes two domains: knowledgeof
cognition and regulationof cognition (Schraw &
Moshman, 1995).

4. Flavell’s Model of Cognitive
Monitoring
Flavell’s (1979) model of metacognition is the
foundation for research in the field of metacognition
today. According to his model, there are four
categories:
(1) Metacognitive knowledge,
(2) Metacognitiveexperiences,
(3) Goals/tasks,
(4) Actions/strategies.

5. METACOGNITIVE READING STRATEGIES
Strategies specific to reading can be classified in the
following three clusters of metacognition:
1. Planning strategy
2. Monitoring strategy
3. Evaluating strategy
(Israel, 2007; Pressley & Afflerbach, 1995).

6. Metacognitive Reading Strategies
 are classified into three groups of planning (pre-
reading)monitoring
 (during reading) evaluating
 (post-reading)strategies
and each group has a variety of strategies that require
readers’ metacognitive processing.

7. The Two Processes of
Metacognition
 Many theorists organize the skills of metacognition into
two complementary processes that make it easier to
understand and remember.
 Knowledge of cognition has three components:
knowledge of the factors that influence one’s own
performance; knowing different types of strategies to use
for learning; knowing what strategy to use for a specific
learning situation.
 Regulation of cognition involves: setting goals and
planning; monitoring and controlling learning; and
evaluating one’s own regulation (assessing results and
strategies used).

8. Metacognitive strategies, can be
implemented in the classroom
 Think Aloud. Great for reading comprehension and
problem solving. ...
 Checklistand Organizers. Great for solving word
problems. ...
 ExplicitTeacher Modeling. ...
 Reading Comprehension.
that one knows, and can both be spoken or written

9. Metacognition Strategies in
Classroom
 Ask Questions
 Foster Self-reflection
 Encourage Self-questioning
 Teach Strategies Directly
 Promote Autonomous Learning
 Provide Access to Mentors
 Solve Problemswith a Team
 Think Aloud
 Self-explanation
 Provide Opportunitiesfor Making Errors

10.  Ask Questions. During formal courses and in post-
training activities, ask questions that allow learners to
reflect on their own learning processes and strategies. In
collaborative learning, ask them to reflect on the role they
play when problem solving in teams.
 Foster Self-reflection. Emphasize the importance of
personal reflection during and after learning experiences.
Encourage learners to critically analyze their own
assumptions and how this may have influenced their
learning.
 Encourage Self-questioning. Foster independent
learning by asking learners to generate their own questions
and answer them to enhance comprehension. The
questions can be related to meeting their personal goals.

11.  Teach Strategies Directly. Teach appropriate
metacognitive strategies as a part of a training course.
 Promote Autonomous Learning. When learners
have some domain knowledge,encourage
participation in challenging learning experiences.
They will then be forced to construct their own
metacognitive strategies.
 Provide Access to Mentors. Many people learn best
by interacting with peers who are slightly more
advanced. Promote experienceswhere novices can
observe the proficient use of a skill and then gain
access to the metacognitive strategies of their mentors.

12.  Solve Problems with a Team: Cooperative problem solving can
enhance metacognitive strategies by discussing possible
approaches with team members and learning from each other.
 Think Aloud. Teach learners how to think aloud and report
their thoughts while performing a difficult task. A
knowledgeable partner can then point out errors in thinking or
the individual can use this approach for increased self-awareness
during learning. Another approach to thinking aloud is the
working out loud approach.
 Self-explanation. Self-explanation in writing or speaking can
help learners improve their comprehension of a difficult subject.
 Provide Opportunities for Making Errors. When learners are
given the opportunity to make errors while in training, such as
during simulations, it stimulates reflection on the causes of their
errors.