Metacognition

Metacognition

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  METACOGNITION SIDRA MANZOOR 3RD YEAR ORTHOTICSAND PROSTHETICS RAWALPINDI MEDICAL COLLEGE
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  Sidra, why Igotta know this stuff?” What metacognition is and why it is important
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  METACOGNITION: The term “metacognition” was coined by John Flavell. *according to Flavell (1979, 1987), metacognition consist of both metacognitive knowledge and metacognitive experiences or regulation. METACOGNITION - “ thinking about thinking” or “learning how to learn
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  OTHER DEFINITIONS: Metacognition describedin 3 ways: Bran’sford Text says: the ability to monitor one's current level of understanding and decide when it is not adequate Wikipedia.com says: the knowledge of one’s cognitive progresses and the efficient use of this self-awareness to regulate these cognitive processes .Britishcouncil.org says: knowing oneself as a learner.
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  WHY I GOTTAKNOW THIS STUFF: • As students become more skilled at using metacognitive strategies, they gain confidence and become more independent as learners. Independence leads to ownership as student's realize they can pursue their own intellectual needs and discover a world of information at their fingertips. The task of educators is to acknowledge, cultivate, exploit and enhance the metacognitive capabilities of all learners.
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  THERE ARE THREECRITICAL STEPS TO TEACHING METACOGNITION: •Teaching students that their ability to learn is mutable. •Teaching planning and goal-setting. •Giving students ample opportunities to practice monitoring their learning and adapting as necessary.
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  METACOGNITION •As students wecontinuously use metacognition without realizing it. •When we review tests with our teachers. •When we write papers on topics discussed in class.
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  METACOGNITION DEVELOPMENT - Researcherssuch as that of Fang and Cox showed that metacognitive awareness was evident in preschoolers and in students as young as eight years old. Children already may have the capacity to be more aware and reflective of their own learning. However, not may have been taught and encourage to apply metacognition.
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  TEACHING STRATEGIES TODEVELOP METACOGNITION; • Have students monitor their own learning and thinking • Have students learn study strategies • Have students make predictions about information to be presented next based on what they have read • Have students relate ideas to existing knowledge structures. • Have students develop questions; ask questions of themselves, about what’s going on around them. • Help students to know when to ask for help.
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  HUITT’S BELIEVES: • Huittbelieves that metacognition includes the ability to ask and answer the ff. types of question; • What did I know about this subject, topic, issue? • Do I know what I need to do now? • Do I know where I can go to get some information, knowledge? • How much time will I need to learn this ? • What are some strategies and tactics that I can use to learn this? • Did I understand what I just heard, read or saw? • How will I know if I am learning at an appropriate rate? • How can I spot an error if I make one? • How should I revise my plan if its not working to my
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  STUDENTS: • Encourage studentsto take a role in the documentation, observation, and review of learning; are a powerful tool for improvement; • Create a culture of professionalism about learning. • The chief benefits for students are their actually performing effective learning strategies
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  JAHITHA’S STRATEGY TODEVELOP METACOGNITION PLANNING • Self Determination • Self Esteem • Analysing strengths & Weakness • Goal Setting • Time Management
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  FOCUSSING ATTENTION • SelectiveAttention • Selective comparison • Selective Decoding • Selective Encoding
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  INFORMATION MANAGEMENT: Translation combination Comparison Elaboration Analysis
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  MONITORING: Self Questioning Self talk SelfReporting Prospective Monitoring
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  EVALUATION: Self Checking Error Detection SelfCorrection Self Review Debugging
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  CONCLUSION: Adequate knowledge andapt utilization of Metacognition strategies will improve instruction of teachers and learning of students.
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  . THE STRONGESTFACTOR TO SUCCESS IS SELF- ESTEEM: BELIEVING YOU CAN DO IT, BELIEVING YOU DESERVE IT, BELIEVING YOU WILL GET IT.