Metacognition
Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. (Winn, W. & Snyder, D., 1998)
Metacognition is the use of higher order thinking. Many of the articles I read use the words “thinking about thinking.” Metacognitive learners are aware of their learning and are thinking about what they are doing while they are thinking about how to come to the correct conclusion on their assignment. They are able to organize their thoughts and tasks at hand. Students are thinking about what they are doing, what steps should be taken next to complete the assignment, and then observing their work to make sure it is done correctly.
In order for metacognition to work as a learning tool, students need to be taught how to be more aware of their learning processes. Teachers and parents help students become aware of their learning process. As students mature through school they become aware of what they need to do to be a better learner. Whether learning takes place better in a quiet environment, around friends, at home, lecture, hands-on, or listening to music. Students start to acquire their sense of learning style. If students understand how they learn, their learning will become more productive.
Types of strategies for Metacognitive learners are awareness, planning, and reflection. Some examples of each of those strategies are as follows. A student who is aware may consciously ask themselves what they already know, what the task requirements may be, and what resources they may need to complete the assignment. During the assignment a student should plan out what they are doing. A good learner will decide how long it may take to complete the task at hand and organize any materials they may need for that task. Finally, a good metacognitive learner will reflect on what they have completed. Is the assignment correct, did I check all of the problems, or have any difficulties?
These are all good examples of metacognitive learning. Students who are more aware of their learning will feel more confident and independent in learning.
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
http://mathforum.org/~sarah/Discussion.Sessions/Schoenfeld.html
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
Metacognition is the use of higher order thinking. Many of the articles I read use the words “thinking about thinking.” Metacognitive learners are aware of their learning and are thinking about what they are doing while they are thinking about how to come to the correct conclusion on their assignment. They are able to organize their thoughts and tasks at hand. Students are thinking about what they are doing, what steps should be taken next to complete the assignment, and then observing their work to make sure it is done correctly.
In order for metacognition to work as a learning tool, students need to be taught how to be more aware of their learning processes. Teachers and parents help students become aware of their learning process. As students mature through school they become aware of what they need to do to be a better learner. Whether learning takes place better in a quiet environment, around friends, at home, lecture, hands-on, or listening to music. Students start to acquire their sense of learning style. If students understand how they learn, their learning will become more productive.
Types of strategies for Metacognitive learners are awareness, planning, and reflection. Some examples of each of those strategies are as follows. A student who is aware may consciously ask themselves what they already know, what the task requirements may be, and what resources they may need to complete the assignment. During the assignment a student should plan out what they are doing. A good learner will decide how long it may take to complete the task at hand and organize any materials they may need for that task. Finally, a good metacognitive learner will reflect on what they have completed. Is the assignment correct, did I check all of the problems, or have any difficulties?
These are all good examples of metacognitive learning. Students who are more aware of their learning will feel more confident and independent in learning.
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
http://mathforum.org/~sarah/Discussion.Sessions/Schoenfeld.html
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
http://www.gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm
http://coe.sdsu.edu/eet/Articles/metacognition/start.htm
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Any opinions expressed here, except as specifically noted, are those of the individual authors or commenters and do not necessarily represent the views or policies of the Department of Instructional Technology and Learning Sciences, the Emma Eccles Jones College of Education and Human Services, or Utah State University.
