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1 - Metacognition

Metacognition is defined as "thinking about thinking" and involves knowledge and understanding of one's own cognitive processes. It includes monitoring, planning, and evaluating one's learning and thinking. The document outlines four steps to promote metacognitive awareness: making pupils aware of its importance, improving knowledge of cognition, improving regulation of cognitive activities, and fostering learning environments that value metacognition. Strategies like planning, monitoring, and evaluating are presented to demonstrate how metacognition can be applied to learning.

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Ehdz Abdulla
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85 views9 pages

1 - Metacognition

Metacognition is defined as "thinking about thinking" and involves knowledge and understanding of one's own cognitive processes. It includes monitoring, planning, and evaluating one's learning and thinking. The document outlines four steps to promote metacognitive awareness: making pupils aware of its importance, improving knowledge of cognition, improving regulation of cognitive activities, and fostering learning environments that value metacognition. Strategies like planning, monitoring, and evaluating are presented to demonstrate how metacognition can be applied to learning.

Uploaded by

Ehdz Abdulla
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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METACOGNITION

Presenter:
JACK COYME
What is Metacognition?
♣ Metacognition is defined as "cognition
about cognition", or "knowing about
knowing“ or simply just “thinking about
thinking”. It comes from the root word
"meta", meaning beyond.
What is cognition?
Cognition is the scientific term referring to the
mental processes involved in gaining knowledge
and comprehension, including thinking, knowing,
remembering, judging, and problem solving.
What is metacognition?
Metacognition is knowledge and understanding of
our own cognitive processes and abilities and
those of others, as well as regulation of these
processes.
METACOGNITION

METACOGNITIVE
SELF-REGULATION
KNOWLEDGE

Declarative Procedural Conditional


Planning Monitoring Evaluation
Knowledge Knowledge Knowledge

Figure 1 - Expanded diagram of metacognition


Four steps to promote metacognitive awareness:

1) Make pupils aware of the importance of metacognition;


2) Improve knowledge of cognition;
3) Improve regulation of cognitive activities;
4) Foster learning environments that value and
promote metacognitive awareness.
Strategy How to Use When to Use What is it for?
Skim/Survey Search for headings, Before you read a long piece of text Gives an overview of the key concepts, helps
highlighted words you to focus on the important points
previews, summaries

Slow down Stop, read and think When information seems important. If Improves your focus on important
about information you realise you don’t understand what information.
you have just read.

Activate prior Stop and think about Before you read something or do an Makes new information easier to remember
what you already know unfamiliar task. and allows you to see links between subjects.
knowledge about a topic. Information is less daunting if you already
know something about the topic.

Fit ideas Relate main ideas to one When thinking about complex Once you know how ideas are related they
another. Look for themes information, when deep understanding are easier to remember than learning as if
together that connect the main is needed. they are separate facts. Also helps to
ideas, or a conclusion understand them more deeply.

Draw Identify main ideas, When there is a lot of factual Helps to identify main ideas and organise
connect them, classify information that is interrelated them into categories. Reduces memory load.
Diagrams ideas, decide which May be easier to visualise.
information is most
important and which is
supporting

Figure 1.2. A sample Strategy Evaluation Matrix (SEM)(adapted from Schraw, 1998)
Planning
What is the nature of the task?
What is my goal?
What kind of information and strategies do I need?
How much time and resources do I need?
Monitoring
Do I have a clear understanding of what I am doing?
Does the task make sense to me?
Am I reaching my goals?
Do I need to make changes?
Evaluating
Have I reached my goal?
What worked?
What didn’t work?
Would I do things differently the next time?

Figure 2.2 - A sample self-regulatory checklist (adapted from Schraw, 1999)


Ways to demonstrate that metacognition is valued in the classroom:

♥ Allocate specific time for planning before an activity.


♥ Make sure there is adequate time available at the end of an activity or lesson to reflect on
what went right, what went wrong, and what can be improved.
♥ Get pupils to keep a diary reflecting on their metacognitive and higher-order thinking
processes during a class or task. Allot time for them to complete this.
♥ Consider not giving grades for some exercises or tests. Instead get pupils to reflect on
their performance and plan how they will approach the next one.
That’s All! 
-Ella

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