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Metacognitive strategies


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metacognitive and cognitive theories of learning

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Metacognitive strategies

  1. 1. Most powerful predictors of learning is “ thinking about thinking”, “knowing what we know” and “what we don’t know”. regulates cognitive activity but at the same time needs cognitive activity as vehicle. Metacognition THE TEACHERS’ MAGAZINE -July 28, 2014
  2. 2. What is Metacognitive Strategies?
  3. 3. Refers to the methods used to help students understand the way they learn; are processes designed for students to “think” about their “thinking”
  4. 4. Teachers who use metacognitive strategies can positively impact students who have learning disabilities by helping them to develop an APPROPRIATE plan for learning information, which can be memorized and can be an eventual routine...
  5. 5. The basic metacognitive strategies Connecting new information to former knowledge. Planning, monitoring and evaluating thinking processes Selecting thinking strategies deliberately
  6. 6. Before beginning a task • Set goals; plan the content sequence • Choose strategies While working on a task • Check the on the task • Check the comprehension • Check the production After completing the task • Assess how well you have accomplish the task • How well you have used the learning strategies • Identify changes to be make next time Process Flow Plan/Organize Monitor Evaluate
  8. 8. •She determines when it is necessary to use metacognitive strategies. •She selects strategies to define a problem situation and researches alternative solutions •She tailors this research for information to constraints time and energy. •She monitors, controls and judges her thinking. Teachers Question and Answer Portion WORLD EXCLUSIVES THE Teachers’ Magazine “ A THINKING PERSON IS IN CHARGE OF HER BEHAVIOR”
  9. 9. - Learning how to learn, developing a repertoire of thinking processes which can be applied to solve problems is the Major Goal of Education
  11. 11.  The concept of Metacognition is viewed as the glue that holds all the thought processes and preferences together.  It refers to the self-reflective process which allows one to monitor one’s own problem- solving skills and self- examine learning preferences.  Flavell and other researchers have divided it into metacognitive skills and metacognitive knowledge...
  12. 12.  It is this self-knowledge that is the Goal of the Undergraduate Programs everywhere since it implies not just the “ Learning of Things” but “ Learning how to learn” which is essential to the goal of “lifelong learning”