A report on Metacognition
Contents:
Definition of Metacognition
Elements of Metacognition
Identifying the Elements of Metacognition
Uses of Metacognition
Teaching Strategies for Metacognition
Questions to Improve Metacognition
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
"Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence . Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control.
"Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions , all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
The term "metacognition" is most often associated with John Flavell. According to Flavell, metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
Metacognition refers to “thinking about thinking”. It is your ability to control your thinking processes through various strategies, such as organizing, monitoring, and adapting. This slides explains about metacognition and how to adopt metacognition in classroom. Check the slides to know more.
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,
Concept and phases of meta cognition (1)Asma Murtaza
metacognition is thinking about thinking, it is problem solving skill. now a day is very important, used to create critical thinking skills among students
Metacognition and Theory of Mind.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
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Metacognition refers to “thinking about thinking”. It is your ability to control your thinking processes through various strategies, such as organizing, monitoring, and adapting. This slides explains about metacognition and how to adopt metacognition in classroom. Check the slides to know more.
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,
Concept and phases of meta cognition (1)Asma Murtaza
metacognition is thinking about thinking, it is problem solving skill. now a day is very important, used to create critical thinking skills among students
Metacognition and Theory of Mind.
Connections: The Learning Sciences Platform work is focus on:
- Educational Support “in situ”
- Professional Development
- Educational Research
This work is complemented with “in situ” accomplaniment and joint research.
Visit our social networks
- Website: http://thelearningsciences.com
- Facebook: https://www.facebook.com/connectionstlsp/
- Instagram: ConexionesPCA2017
- Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje
- YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g
- Linkedin: https://www.linkedin.com/company-beta/16212567/
Contact us:
E-mail: info@thelearningsciences.com
Mobile: +593 995 615 247
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2. If you teach a person what to learn, you
are preparing that person for the past. If
you teach a person how to learn, you are
preparing that person for the future.
-Cyril Houle
3. When you sense that you are experiencing some
difficulty with a topic you are studying, and you
try out different strategies to learn better, you
are practicing
4. Metacognition includes the ability to
ask and answer the following questions:
• What do I know about this subject, topic, issue?
• Do I know what I need to know?
• Do I know where I can go get some information
knowledge?
• How much time will I need to learn this?
• What are some strategies and tactics that I can
use to learn this?
• Do I understand what I just heard, read, saw?
-Huitt
5. METACOGNITION
Refers to higher order
thinking which involves
active awareness and
control over the cognitive
processes engaged in
learning.
-John Flavell
6. to further understand…
A person is engaging in metacognition if he
notices that he is having more trouble learning A
than B, or if it strikes him that he should double
check C before accepting it is a fact.
-John Flavell
8. Person Variables
What one recognizes about his or her strengths
and weaknesses in learning and processing
information.
9. Task Variables
What one knows or can figure out about the
nature of the task and the processing demands
required to complete the task.
10. Strategy Variables
The strategies a person has “at the ready” to
apply in a flexible way to successfully accomplish
a task.
Meta-attention
-is the awareness of
specific strategies so that
you can keep your
attention focused on the
topic or task at hand.
Meta-memory
-is your awareness of memory
strategies that work best for you.
11. I know that I have difficulty with word problems,
so I will answer the computational problems
first and save the word problems for last.
-Livingston (1997)
Person Variable Task Variable
Strategy Variable
12. I know that I have more difficulty with my
science assignments than English and find
Araling Panlipunan easier, so I will do my
homework in science first, then Language Arts,
then Araling Panlipunan.
-Lucas & Corpuz
Person Variable Task Variable
Strategy Variable
13. When do we practice Metacognition?
• Knowing the limits of one’s own learning and
memory capacities
• Knowing what learning tasks one can
realistically accomplish within a certain amount
of time
• Knowing what learning strategies are effective
and which are not
• Planning an approach to a learning task that is
likely to be successful
14. When do we practice Metacognition?
• Using effective learning strategies to process and
learn new material
• Monitoring one’s own knowledge and
comprehension
• Using effective strategies for retrieval of
previously stored information
• Knowledge is said to be metacognitive if it is
keenly used in a purposeful manner to ensure
that a goal is met.
-Omrod
15. Teaching Strategies
• Have students monitor their own learning and
thinking.
• Teach students study or learning strategies.
Examples:
TQLR – for younger students
PQ4R – for older students
• Have students make predictions about
information to be presented next based on what
they have read.
16. Teaching Strategies
• Have students relate ideas to existing
knowledge structures.
• Have students develop questions.
• Help students to know when to ask for help.
• Show students how to transfer knowledge,
attitudes, values, skills to other situations or
tasks.
-Lucas & Corpuz
17. Recommended instructional starategy
• Develop a plan before approaching a learning
task.
• Monitor their understanding.
• Evaluate their thinking after completing the
task.
-Fogarty (1994)
18. 9 Questions to Improve Metacognition
Before
• Is this similar to a previous task?
• What do I want to achieve?
• What should I do first?
During
Am I on the right track?
What can I do differently?
Who can I ask for help?
19. 9 Questions to Improve Metacognition
After
• What worked well?
• What could have I done better?
• Can I apply this to other situation?
-glnner_Drive
20. Education is not the learning of facts, but
the training of the mind to think.
-Albert Einstein
