Metacognition refers to higher-order thinking involving the control of cognitive processes used in learning. It plays a critical role in learning as it allows students to plan how to approach tasks, monitor their understanding, and evaluate their progress. Metacognition can help students learn how to learn by encouraging them to think about and control their thinking. It is defined as cognition about cognition or knowing about one's own knowing. Developing metacognition in students creates a culture of professionalism around learning and allows students to perform effective learning strategies and self-assess.

1. META COGNITION
 Meta cognition refers to higher order thinking that involve
active control over the thinking processes involved in
learning.
 Activities such as planning how to approach a given
learning task, monitoring comprehension, and evaluating
progress towards the completion of a task are
metacognitive in nature.
 It plays a critical role in successful learning and it is
important for both students and teachers.
 Metacognition is often referred to as “thinking about
thinking” and can be used to help students “lean how to
learn”.

2. DEFINITION OF METACOGNITON
 Metacognition variously refers to the
study of memory-monitoring and
self regulation.
 “Metacognition is often simply
defined as ‘thinking about thinking’.
 Meta cognition is defined as
“cognition about cognition”, or
“knowing about knowing.

3. STUDENTS
 Encourage students to take a role in the
documentation, observation, and review of
learning; are a powerful tool for
improvement;
 Create a culture of professionalism about
learning.
 The chief benefits for students are their
actually performing effective learning
strategies and the opportunity for self-
assessment.

4. JAHITHA’S STRATEGY TO DEVELOP
METACOGNITION
PLANNING
 Self Determination
 Self Esteem
 Analysing strengths & Weakness
 Goal Setting
 Time Management

5. FOCUSSING ATTENTION
 Selective Attention
 Selective comparison
 Selective
 Decoding
 Selective Encoding

6. INFORMATION MANAGEMENT
 Translation
 combination
 Comparison
 Elaboration
 Analysis

7. MEMORY PROCESS
 Retrieving Information
 Use of Mnemonics
 Controlling Memory
 Working memory

8. MONITORING
 Self Questioning
 Self talk
 Self Reporting
 Prospective Monitoring

9. EVALUATION
 Self Checking
 Error Detection
 Self Correction
 Self
 Review
 Debugging

10. CONCLUSION
Adequate knowledge and apt utilization of
Metacognition strategies will improve instruction of
teachers and learning of students.