Metacognitive

Metacognitive

• 1.
  Metacognitive
• 2.
  What is Metacognition? Thinkingabout your thinking. Metacognition is one’s ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed.
• 3.
  What is Metacognition? Itis an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the ability to make correct inferences about how to apply one's strategic knowledge to a particular situation and to do so efficiently and reliably. Shawn Taylor in the book Better Learning Through Better Thinking.
• 4.
  What is Metacognition? Metacognitionrefers to awareness of one’s own knowledge—what one does and doesn’t know— and one’s ability to understand, control, and manipulate one’s cognitive processes (Meichenbaum, 1985). Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task, take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed. Flavell (1976),
• 5.
  Elements of Metacognition? Metacognitiveknowledge refers to what individuals know about themselves as cognitive processors, about different approaches that can be used for learning and problem solving, and about the demands of a particular learning task. Metacognitive regulation refers to adjustments individuals make to their processes to help control their learning, such as planning, information management strategies, comprehension monitoring, de-bugging strategies, and evaluation of progress and goals
• 6.
  Elements of Metacognition? Personvariables: What one recognizes about his or her strengths and weaknesses in learning and processing information. Task variables: What one knows or can figure out about the nature of a task and the processing demands required to complete the task—for example, knowledge that it will take more time to read, comprehend, and remember a technical article than it will a similar-length passage from a novel.
• 7.
  Elements of Metacognition? Strategyvariables: The strategies a person has “at the ready” to apply in a flexible way to successfully accomplish a task; for example, knowing how to activate prior knowledge before reading a technical article, using a glossary to look up unfamiliar words, or recognizing that sometimes one has to reread a paragraph several times before it makes sense.
• 8.
  What are Metacognitive Strategy? First,you have already considered what you know how to do and acknowledged that you have some experience with similar tasks. Second, it's clear in your head how you will apply your current knowledge to this new Third, you know how to fill in the blanks and where to turn to get the information you're lacking
• 9.
  From Struggling Studentsto Expert Learners
• 10.
  Lesson planning with metacognitionin mind One of the most effective ways to teach metacognitive strategies is the think-aloud strategy. This involves a teacher talking the class through her thinking as she tackles a task, like a piece of text with new vocabulary or a new math concept.
• 11.
  Recommended Instructional Strategies Fogarty (1994)suggests that Metacognition is a process that spans three distinct phases, and that, to be successful thinkers, students must do the following: Develop a plan before approaching a learning task, such as reading for comprehension or solving a math problem. Monitor their understanding; use “fix-up” strategies when meaning breaks down. Evaluate their thinking after completing the task.
• 12.
  Recommended Instructional Strategies They canincorporate into lesson plans opportunities for learners to practice using these questions during learning tasks, as illustrated in the following examples: During the planning phase, learners can ask, What am I supposed to learn? What prior knowledge will help me with this task? During the monitoring phase, learners can ask, How am I doing? Am I on the right track? How should I proceed? During the evaluation phase, learners can ask, How well did I do? What did I learn? Did I get the results I expected?
• 13.
  Recommended Instructional Strategies Rather thanviewing reading, writing, science, social studies, and math only as subjects or content to be taught, instructors can see them as opportunities for learners to reflect on their learning processes. Examples follow for each content area: Reading Writing Social Studies and Science Math