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    Metacognition

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    sophiamariefoster04
    Understanding the self

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    © All Rights Reserved
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    Metacognition

    Uploaded by

    sophiamariefoster04
    22 views2 pages
    Understanding the self

    Copyright

    © © All Rights Reserved

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    DOCX, PDF, TXT or read online from Scribd

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    Understanding the self

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    22 views2 pages

    Metacognition

    Uploaded by

    sophiamariefoster04
    Understanding the self

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    ABSTRACTION

    We are Homo sapiens or the “wise man”. We think on a more complex level than our
    ancestors and most, if not all of the other beings. But being called wise, not only do we think,
    but we are also capable to think about thinking, like how we think of things and why we think in
    a certain way about things. It is like your brain thinks about itself, then thinks about how it thinks
    about itself.
    This idea falls under the concept of metacognition, which is commonly defined as
    “thinking about thinking”. It is the awareness of the scope and limitations of your current
    knowledge and skills. Due to this awareness, metacognition enables the person to adapt their
    existing knowledge and skills to approach a learning task, seeking for the optimum result of the
    learning experience.

    Metacognition has two aspects:

    1. Self-appraisal - is your personal reflection on your knowledge and capabilities.


    2. Self-management - is the mental process you employ using what you have in
    planning and adapting to successfully learn or accomplish a certain task.

    Similar concepts, usually called elements of metacognition:

    1. Metacognitive knowledge - what you know about how you think.


    2. Metacognition regulation - how you adjust your thinking processes to help you
    learn better.
    Under metacognitive knowledge, there are several variables that affect how you
    know or assess yourself as a thinker.

    1. Personal variable - your evaluation of your strengths and weaknesses in learning.


    2. Task variable - what you know or what you think about the nature of the task, as well as
    what strategies the task requires.
    3. Strategy variable - refers to what strategies or skills you already have in dealing with
    certain tasks.

    Skills that can help you in exercising metacognition:

    1. Knowing your limits - one cannot really make any significance advancement in using
    metacognitive skills without having an honest and accurate evaluation of what you know
    and what you do not know. Knowing also looks at the scopes and limitations of your
    resources so that you can work with what you have at the moment and look for ways to
    cope with other necessities.
    2. Modifying your approach - it begins with the recognition that your strategy is not
    appropriate with the task or that you do not comprehend the learning experience
    successfully.
    3. Skimming - this is basically browsing over a material and keeping an eye on keywords,
    phrases or sentences. It is also about knowing where to search for such key terms.
    4. Rehearsing - this is not just about repeatedly talking, writing or doing what you have
    learned, but also trying to make a personal interpretation or summary of the learning
    experience.
    5. Self-test - as the name implies, this is trying to test your comprehension of your learning
    experience or the skills you have acquired during learning.

    Other strategies that you need to develop include asking questions about your methods,
    self-reflection, finding a mentor or support group if necessary, thinking out loud and welcoming
    errors as learning experiences.

    Using these strategies, you can at least identify four types of metacognitive learners.

    1. tacit - learners are unaware of their metacognitive processes although they know the
    extent of their knowledge.

    2. aware - learners know some of their metacognitive strategies but they do not plan on
    how to use these techniques.

    3. strategic- learners, as the name implies, strategize and plan their course of action
    toward a learning experience.

    4. reflective - learners reflect on their thinking while they are using the strategies and
    adapt metacognitive skills depending on their situation.

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