Metacognitive learners.pptx
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The document discusses four types of metacognitive learners: tacit learners who are unaware of their metacognitive knowledge; aware learners who know about some thinking strategies but don't use them deliberately; strategic learners who organize their thinking using problem-solving strategies; and reflective learners who reflect on the success of strategies while learning. It also examines some common misconceptions about metacognition, such as that it can only develop in older students, is a general skill not requiring subject knowledge, is more important than cognition, and can be easily taught in discrete lessons.
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Metacognitive learners.pptx
- 1. METACOGNITIVE LEARNERS Prepare by: Laiza MayA. Lampad
- 2. David Perkins (1992) developed an idea that there are four different types of metacognitive learners. 1. Tacit learners 2. Aware learners 3. Strategic learners 4.Reflective learners
- 3. Tacit learners They are unaware of their metacognitive knowledge. They do not think about any particular strategies for learning and merely accept if they know something or not.
- 4. Traits of tacit learners observed: • In science, Y9 students had not reflected on the information they had written down or its wider significance. • In business, Y10 students were not able to explain any of the strategies connected to the task they were performing.
- 5. Aware learners They know about some of the kinds of thinking that they do such as generating ideas, finding evidence etc. However, thinking is not necessarily deliberate or planned.
- 6. Traits of aware learners observed: • In maths, Y7 students were applying math strategies to “real world” problems. The students managed to solve the problem but showed limited awareness of the best strategies to use. • A Y9 student could identify that they always over-complicate their designs, which leads to them not finishing. However, they had not been able to act on this or change behavior. • In English, Y7 students were able to describe a paragraph but not explain its purpose. • In science, Y9 students asked elaborative questions showing a desire to think more deeply, however these were not particularly strategic.
- 7. Strategic learners They organize their thinking by using problem- solving, grouping and classifying, evidence-seeking and decision-making etc. They know and apply the strategies that help them learn.
- 8. Traits of strategic learners observed: • In geography, Y7 students were able to make a reasoned comparison of the different methods to measure height on a map and explain why one was better than another. • In history, Y7 students were able to evaluate what had gone well and badly in an assessment and give a description of what they would do differently next time (lack of deep reflection on why). • In maths, Y7 students were selecting a particular strategy to solve a problem without prompting (lowest common multiple). They knew the strategy to use but not why they were using it. • In French, Y7 students were able to explain their strategies for translation. They said they would first sound it in their heads to see it was similar to an English word, then use a dictionary and then use either their books, a partner or the teacher. They were not able to explain why one might be better than another.
- 9. Reflective learners They are not only strategic about their thinking but they also reflect upon their learning while it is happening, considering the success or not of any strategies they are using and then revising them as appropriate
- 10. Traits of reflective learners observed: Students were able to verbalize a strategy from a different project earlier in the year (drawing a safety line) that they had applied to their current project. They could explain the value of the strategy.
- 12. Misconceptions about Metacognition ■ Metacognition can only be developed in older students ■ Metacognition is a general skill that doesn't require subject knowledge ■ Metacognition is more important than cognition or subject knowledge ■ Metacognitive skills can be easily taught in discrete 'thinking skills' lessons
- 13. Metacognition can only be developed in older students. In contrast to the view that metacognitive skills emerge at the age of 8 to 10 years old,Veenman & Spaans (2005), Whitebread & Pino-Pasternak (2010) and Larkin (2010) document a number of studies which indicate evidence of young children’s metacognitive abilities.
- 14. Metacognition is a general skill that doesn't require subject knowledge. ■ There is a misconception that if students can improve their metacognitive skills, then they will show improved academic performance across all subjects. However, whilst some metacognitive strategies are applicable to a number of subjects and lead to academic improvement, students still need subject knowledge. ■ Essentially, it is easier to regulate one’s thinking if you know about the topic at hand.
- 15. Metacognition is more important than cognition or subject knowledge. ■ Metacognition should not be seen as ‘higher order’ thinking. It is not the top of a triangle, with ‘lower order’ skills such as remembering information at the bottom. Instead, the two should be seen as being entwined.As the authors of the research state, “we should look to develop both concurrently and not create false hierarchies where they do not exist”.
- 16. Metacognitive skills can be easily taught in discrete 'thinking skills' lessons ■ Metacognition is best developed during their subject lessons. Students should be taught the most relevant strategy at a time when it is applicable to the task at hand, so that they can better understand how such skills can be integrated into their studies.
Editor's Notes
- Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. Now, Perkins has a very interesting model that we can use to describe many of the leaners, the students in our classroom. He calls four levels of metacognitive learners.
- The first level he calls Tacit, and these are students who either accept, or they accept something or not whether they understand something. So, they would for example say, ‘Ah, I’m not very good at maths, so I won’t really bother in this particular class. I’ll wait to PE comes and then I can engage.’
- The next are students who, they’ve got some idea of the strategies they can use, but they don't think about them very strategically
- The next level are the Strategic kids, these are the smart kids in the class. These are the kids who open up their toolbox of learning strategies and they can pretty much do most of the tasks and activities that you give them as teachers. They get their As, probably their A*s, but the difference between the strategic and the reflective is that many of the strategic learners are not very good in unfamiliar situations and contexts, because they don't think about their learning. very often these are the students who say, ‘Why are we doing this if it’s not coming up on the exam?
- reflective learners, they think really carefully about what’s going on here. They will question you, they will ask questions such that they can say, ‘Well, why is that the case?’ ‘I’m not sure.’ ‘And if we were to do it this way, does that help then if I’m in a different situation?’ And you don’t get many of these students
- 1. Research suggests that younger children can demonstrate metacognitive skills too. In one particular study, children aged as young as 3 years old were found to demonstrate metacognitive skills by being able to accurately predict their levels of ability on a task. Clearly, younger students have both the capacity and ability to further improve their metacognitive abilities. Findings include children as young as 18 months demonstrating errorcorrection strategies, 5 to 6-year-old children showing understanding of memory processes, and 3 to 5-yearolds exhibiting a wide range of verbal and non-verbal indicators of metacognitive processes in nursery and reception classrooms. These studies demonstrate that although young children may not be able to describe the metacognitive processes they are exhibiting, it does not mean that these processes are not occurring
- For simplicity, or in order to prioritise activities, some have tried to express metacognition as a higher order task, specifically with reference to cognitive activities. To see the greatest impact, we should look to develop metacognition and cognition concurrently. This plays out in a Year 10 English class, where students are drafting essays on Shakespeare. The students employ strategies they have in order to plan the essay (metacognition), and their understanding of Shakespeare’s plays, language and social context to bring meaning to the essay (cognition or subject knowledge).