1. Metacognition refers to thinking about one's own thinking processes. It includes knowledge about cognition and regulation of cognition. 2. There are several metacognitive strategies including self-questioning, thinking aloud, and creating graphic representations to organize one's thoughts. These strategies can help people perform cognitive tasks more effectively. 3. Metacognitive approaches are useful in teaching and learning as they help students develop skills in self-monitoring, self-representation, and self-regulation.

1. SRI VIDYADHIRAJA MODEL COLLEGE
OF TEACHER EDUCATION
VENDAR, KOTTARAKKARA
B.Ed Course
2014-2015
Record of Practical work
ONLINE ASSIGNMENT
Certified Bonafied Record of
Name : MAYA S D
Reg. No. 16914384007
Optional Subject : Social Science

2. ONLINE
ASSIGNMENT

4. TOPIC:
METACOGMTIVE APPROACH AND
STRATEGES

5. INTRODUCTION
Metactogmition is cognition about cognition or knowing about knowing.
It comes from the root word “meta”, meaning beyond. It can take many forms it
includes knowledge about when and how to use particular strategies for learning
or for problem solving. There are generally two components of metacognition
knowledge about cognition and regulation of cognition.
Metamemory, defined as knowing about memory and mnemonic
metacognition.Differences in metacognitive processing across cultures have not
been widely stretched but could provide better outcomes in cross-cultural
learning between teacher and students.
Some evolutionary psychologists hypothesize that metacognation is used
as a survival tool, which would make metacognition the same across cultures.
metacognition by American developmental psychologist Flavell(1979) .
The term metacognition literally means cognition about cognition and
control of cognition.
Andreas Demetriou, in his theory one of the neo-piagetian theories
of cognitive development, used the term hyper cognition to refer to self
monitoring, self representation,and self regulation processes which are regarded
as intend real components of the human mind.

6. Metacognition also thinks about one’s own thinking process such as
study skills, memory capabilities and the ability to monitor learning. This
concept needs to be explicitly taught along with content instruction
Metacognitive knowledge is about our own cognitive processes and our
understanding of how to regulate those processes to maximize learning.

7. OBJECTIVES
1) To understand about metacognitve strategy.
2) To understand metacognitive approach is useful to the teaching
and learning process.
3) To understand which type of strategies used in metacognitive
approach.
NEED AND SIGNIFICANCE
In modern education metacognitive approach is very
important to the topic are very relevant and important in teaching and
learning process.

8. CONTENT
The term metacognition literally means cognition about cognition, or
more informally, thinking about thinking. Some types of metacognitive
knowledge would include.
1. Person knowledge (declarative knowledge) which understands one’s own
capabilities.
2. Task knowledge (procedural knowledge) which is how one perceives the
difficulty of a task which is the content, length and the type of
assignment.
3. Strategic knowledge (conditional knowledge) which is one’s own
capability for using strategies to learn information. Young children are
not until upper elementary where students start to develop the
understanding of strategies that will be effective.
METACOGNITIVE STRATEGIES
Metacognitive-like processes are especially ubiquitous when it
comes to the discussion of self- regulated learning. Being engaged in
metacognition is a salient feature of good self regulated learners. Being engaged
in metacognition is salient feature of self-critical and self regulating social
groups. The activities of strategy selection and application include those

9. concerned with an ongoing attemnerpt to plan, check, monitor, select, revise
evaluate etc.
Met cognition is ‘stable’ in that learners initial decisions derive from
the pertain facts about their cognition through years of learners experience
simultaneously, it is also situated in the sense that it depends on learners
familiarity with the task, motivation, emotion and so forth .Individuals need to
regulate their thoughts about the strategy they are using and adjust it based on
the situation to which the strategy is being applied. At professional levels this
has lead to emphasis on the development of reflector practice, particularly in the
education and health care profession.
Metacognition helps people to perform many cognitive tasks
more effectively. Strategies for promoting metacognition include self-
questioning (eg. What do I already know about this topic?)thinking
aloud while performing a task and making graphic representations(eg,
concept maps, flow charts, semantic webs) of one’s thoughts and
knowledge.
Recently the notion has been applied to the study of second
language learners in the field of TESOL and applied linguistics in general
(eg,Wenden 1987;Zhang (2001, 2010).This new development has been much

10. related to Flavell(1979)where the notion of metacognition is elaborated within a
tripartite theoretical framework.
Learner metacognition is defined and investigated by examine their
person knowledge ,task knowledge and strategy knowledge. Wenden (1991)has
proposed and used this framework and Zhang (2001)has adopted this approach
and investigated second language learners metacognition or metacognitive
knowledge. In addition to exploring the relationship between learner
metacognition and performance, researcher are also interested metacognitive
approaches used in their study.
One of the most important principal in educational psychology related to
teaching and learning is that teachers should facilitate students knowledge
construction process (Slavin2012). The idea comes under constructivist theories
of learning, which claim that no matter what teacher does ; student is
constructing their own knowledge. Therefore this theory proposed the used of
active learning strategies that promote engagement and deep learning among
students.

11. CONCLUSION
In study of social science, metacognitive approaches are very
helpful to developing the students the quality of self monitoring, self
representation and self regulation process.
The concept metacognition has also been applied to reader –
response criticism. Narrative works of art, including novels, movies and
musical compositions can be characterized as metacognitive artifacts which
are designed by the artist to anticipate and regulate the beliefs and cognitive
processes of recipient, for instance, how and in which order events and their
causes and identities are revealed to the reader of a detective story.

12. REFERENCE
www.wikipedia.com
“Flavell (1979)” , ‘Metacognitive strategies’.
“Andreas Demetriou”, ‘Neo- piagetian theories of cognitive development