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Vijayalakshmi Murugesan, profile picture
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Metacognition

Metacognition is defined as the awareness and regulation of one's own thinking processes, often described as 'thinking about thinking' or 'learning to learn.' It encompasses metacognitive knowledge, which refers to a student's understanding of their cognitive strengths and weaknesses, and metacognitive regulation, which involves strategies to plan, monitor, and evaluate learning progress. The document outlines various metacognitive strategies that aid in managing learning tasks effectively, particularly in language acquisition.

Education◦
METACOGNITION M. Vijayalakshmi M.Sc., M.Phil. (Life Sciences), M.Ed., M.Phil. (Education), NET (Education), PGDBI Assistant Professor (Former), Sri Ramakrishna Mission Vidyalaya College of Education (Autonomous), Coimbatore – 641020.
MEANING AND DEFINITION • Metacognition derived from the Greek root word "meta" meaning "beyond" and the Latin word "cognoscere" meaning "getting to know" • It refers to a student’s ability to be aware of what they are thinking about and choose a helpful thought process. • Refers to higher order thinking that involves active over the thinking process involved in learning • Metacognition is often simply defined as “thinking about thinking” or “learning to learn”
THERE ARE DIFFERENT TYPES OF METACOGNITION. THESE INCLUDE: • Metacognitive knowledge – this refers to a student’s awareness of what they do or don’t know about their cognitive processes. It includes knowing their strengths, weaknesses, and identifying gaps in their knowledge. This type of metacognition also refers to knowledge of skills that students may use to solve a problem. • Metacognitive regulation – this refers to the different strategies that students may use to manage their thoughts and emotions. This includes how well they plan, monitor and evaluate their performance. For example, identifying that a particular strategy is not giving them the results that they want and deciding to try a different one is an instance of metacognitive regulation.
ELEMENTS OF METACOGNITION Metacognition Metacognitive knowledge Person variables Task variables Strategy variables Metacognitive regulation Developing a plan of action Monitoring of the plan Evaluating the plan
ELEMENTS OF METACOGNITION • John Flavell • Metacognitive knowledge • Metacognitive experiences or regulation
METACOGNITIVE KNOWLEDGE • It involves executive monitoring processes directed at the acquisition of information about thinking processes. They involve decisions that help - • To identify the task on which one is currently working • To check on current progress of that work • To evaluate that progress • To predict what the outcome of that progress will be
FLAVELL FURTHER DIVIDES METACOGNITIVE KNOWLEDGE INTO THREE CATEGORIES • Knowledge of person variables • Knowledge of task variables and • Knowledge of strategy variables
METACOGNITIVE EXPERIENCES OR REGULATION • Developing a plan of action • Maintaining / Monitoring of the plan • Evaluating the plan
METACOGNITIVE STRATEGIES • Metacognitive strategies are what you design to monitor your progress related to your learning and the tasks at hand. It is a mechanism for controlling your thinking activities and to ensure you are meeting your goals.
METACOGNITIVE STRATEGIES FOR LEARNING A NEW LANGUAGE CAN INCLUDE THE FOLLOWING: • monitoring whether you understand the language lessons; • recognizing when you fail to comprehend information communicated to you in the new language; • identifying strategies that help you to improve your comprehension; • adjusting your pace for learning the information; • maintaining the attitude necessary to ensure you complete the lessons in a timely manner; • creating a check-in system at the end of each week to make certain you understand what you have learned.
Metacognition