Metacognition
Source: http://goo.gl/S6h5JC
What is Metacognition and why is it important?
Metacognition is a way of reaching out to students and empowering them to become masters of their own learning.
Simply put, it is understanding how one learns. When a student becomes metacognitive, they can use a variety of strategies taught to tackle a given situation, idea, activity, etc. For example, a student who knows that they cannot study in high traffic areas decides to find a quieter place which is less distracting.
The opposite of being "metacognitively aware" is being dependent. This will occur in students who are reluctant, disengaged, or not willing (or able) to initiate a task. This can also occur when students are not used to thinking of their learning and therefore are not strategic in their choices.
The Process of Metacognition:
Metacognition can be applied to many situations. An example of the process is:
Another, more refined version has three steps: Before (develop a plan), During (monitor the plan), and After (evaluate the plan). This is quite frequently used in comprehension monitoring.
How to Activate Metacognition:
Ask questions - "Why do you think that?" or "Why did you choose that?" are two good starts. Students who are not used to thinking about their learning will usually answer with the standard, "I don't know".
Probe - Getting a student, even those who "don't know", to think about a time when the activity they did was successful. By focusing on a positive framework, the student can then visualize success.
Connect - The next step is vital. Have the student connect the past success with the present task. If they can replicate the thinking or awareness of what they did, then there is a greater chance for that student to strengthen the bond between the strategy employed and their previous success. Success builds success while consistent failure withers away a student's resolve to tackle a particular task.
Engage - Once the student realizes that Action A is a better choice than Action B, they are now starting to become metacognitively engaged.
Some teachers use a "change of state" or a "verbal/ visual cue" for student to connect their thinking. I prefer using the actual term "metacognition" and "strategic learning". After all, learning cannot be left to chance. It is amazing to see even the most challenged learners start to transform once they realize that using X, Y, or Z can help them achieve greater success.
Adapted and borrowed from source: http://lukianchuk.weebly.com/
Additional Sources:
http://theelearningcoach.com/learning/metacognition-and-learning/
Edutech Wiki. "Metacognition". http://edutechwiki.unige.ch/en/Metacognition. [Accessed 22 August 2013].
Livingston, Jennifer A. "Metacognition: An overview". http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm [Accessed 22 August 2013].
What is Metacognition and why is it important?
Metacognition is a way of reaching out to students and empowering them to become masters of their own learning.
Simply put, it is understanding how one learns. When a student becomes metacognitive, they can use a variety of strategies taught to tackle a given situation, idea, activity, etc. For example, a student who knows that they cannot study in high traffic areas decides to find a quieter place which is less distracting.
The opposite of being "metacognitively aware" is being dependent. This will occur in students who are reluctant, disengaged, or not willing (or able) to initiate a task. This can also occur when students are not used to thinking of their learning and therefore are not strategic in their choices.
The Process of Metacognition:
Metacognition can be applied to many situations. An example of the process is:
- Identifying the current task (What do I need to do?)
- Checking on the progress of the task (Am I doing what I need to do?)
- Evaluate the progress (Is my work so far meeting the expectations?)
- Predict the outcome (Will this be successful?)
- Reflect on the success of the outcome (How did [insert strategy/ activity] help me find success? If I did not find success, then what could I do differently next time)
Another, more refined version has three steps: Before (develop a plan), During (monitor the plan), and After (evaluate the plan). This is quite frequently used in comprehension monitoring.
How to Activate Metacognition:
Ask questions - "Why do you think that?" or "Why did you choose that?" are two good starts. Students who are not used to thinking about their learning will usually answer with the standard, "I don't know".
Probe - Getting a student, even those who "don't know", to think about a time when the activity they did was successful. By focusing on a positive framework, the student can then visualize success.
Connect - The next step is vital. Have the student connect the past success with the present task. If they can replicate the thinking or awareness of what they did, then there is a greater chance for that student to strengthen the bond between the strategy employed and their previous success. Success builds success while consistent failure withers away a student's resolve to tackle a particular task.
Engage - Once the student realizes that Action A is a better choice than Action B, they are now starting to become metacognitively engaged.
Some teachers use a "change of state" or a "verbal/ visual cue" for student to connect their thinking. I prefer using the actual term "metacognition" and "strategic learning". After all, learning cannot be left to chance. It is amazing to see even the most challenged learners start to transform once they realize that using X, Y, or Z can help them achieve greater success.
Adapted and borrowed from source: http://lukianchuk.weebly.com/
Additional Sources:
http://theelearningcoach.com/learning/metacognition-and-learning/
Edutech Wiki. "Metacognition". http://edutechwiki.unige.ch/en/Metacognition. [Accessed 22 August 2013].
Livingston, Jennifer A. "Metacognition: An overview". http://gse.buffalo.edu/fas/shuell/cep564/metacog.htm [Accessed 22 August 2013].