Metacognition, meaning of Metacognition, definition of Metacognition, components of Metacognition, Metacognition knowledge, kinds of content knowledge, essential skills of Metacognition, Metacognition levels of thought, Metacognition and learning, Metacognition and reading, Metacognition and listening, Metacognition and problem solving, benefits of Metacognition,

1. Metacognition
By
Dr. I. Uma Maheswari
Principal
Peniel Rural College of Education, Vemparali, Dindigul District
iuma_maheswari@yahoo.co.in

2. Introduction
 Metacognition refers to the knowledge, awareness and control of one’s
own thinking and learning.
 Metacognition is a form of cognition, a higher order thinking process
or a supervisory or metalevel system which involves active control over
cognitive processes.
 It can be simply described as thinking about thinking or knowing about
knowing or cognition about cognition.
 Metacognition serves many diverse functions.

3. Meaning and definition
 Metacognition refers to thinking that enables the understanding,
analysis and regulation of thought processes.
 Metacognition is defined as thinking about one’s thoughts (Harris and
Hodges 1995).
 The National Research Council (2001) defines Metacognition as “the
process of reflecting on and directing one’s own thinking.”

4. Metacognitive components
 Metacognitive knowledge
 Metacognitive regulation

5. Metacognitive knowledge.
 Awareness of knowledge
 Awareness of thinking
 Awareness of thinking strategies

6. Kinds of content knowledge
 Declarative knowledge
 Procedural knowledge
 Conditional knowledge

7. Essential skills
 Planning
 Monitoring
 Evaluation

8. Metacognitive levels of thought
1.Tacit –thinking without thinking about it;
2. Aware –thinking and being aware that you are thinking;
3. Strategic – organizing our thinking by using strategies that enhance its
efficacy; and
4. Reflective – reflecting on our thinking (pondering how to proceed and
how to improve; Swartz and Perkins 1990).

9. Metacognition and learning
 Ann Brown and her colleagues (1983) describe three ways we direct
our own learning:
 Planning approaches to tasks –identifying the problem, choosing
strategies, organizing our thoughts and predicting outcomes.

10. Metacognition and reading
 The reading strategies include metacognitive components such as
inferring, self-questioning, monitoring, ‘fixing’ and summarizing.

11. Metacognition and listening
 Metacognitive strategies for listening include analysing requirements of
a listening task, activating appropriate listening process required,
making appropriate predictions, monitoring their comprehension and
evaluating the success of their listening approach (Vandergrift 1997).

12. Metacognition and problem –solving
 Davidson, Deuser and Sternberg (1994) identified four metacognitive
processes that may be applicable in solving problems: identifying and
defining a problem, mentally representing the problem, planning how to
proceed and evaluating what you know about your performance.

13. Benefits of metacognition
 Metacognition once learned, supports reflective thinking, helps problem
solving, gives responsibility and improves self-confidence for quicker
decisions for the rest of one’s life (Kuiper 2002).
 Metacognition enable educators to teach students how to learn as well
as what to learn.
 Metacognitive knowledge is critical in guiding the writing process.

14. Conclusion
 Metacognition is crucial to effective thinking and competent
performance.
 Good metacognitive thinkers are also good intentional learners.