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    Metacognition

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    Hsu Sandi Aung
    The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. Metacognition involves self-monitoring how one learns, including understanding personal strengths and weaknesses. It enables people to plan strategies for learning new information and problem-solving. The document contrasts novice learners, who rely on rigid strategies, with expert learners, who design flexible strategies tailored to specific tasks and selectively process important information. Metacognition is important for lifelong learning and allowing people to learn how to learn on their own.

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    Metacognition

    Uploaded by

    Hsu Sandi Aung
    16 views3 pages
    The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. Metacognition involves self-monitoring how one learns, including understanding personal strengths and weaknesses. It enables people to plan strategies for learning new information and problem-solving. The document contrasts novice learners, who rely on rigid strategies, with expert learners, who design flexible strategies tailored to specific tasks and selectively process important information. Metacognition is important for lifelong learning and allowing people to learn how to learn on their own.

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    1. Metacognition

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    The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. Metacognition involves self-monitoring how one learns, including understanding personal strengths and weaknesses. It enables people to plan strategies for learning new information and problem-solving. The document contrasts novice learners, who rely on rigid strategies, with expert learners, who design flexible strategies tailored to specific tasks and selectively process important information. Metacognition is important for lifelong learning and allowing people to learn how to learn on their own.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    16 views3 pages

    Metacognition

    Uploaded by

    Hsu Sandi Aung
    The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. Metacognition involves self-monitoring how one learns, including understanding personal strengths and weaknesses. It enables people to plan strategies for learning new information and problem-solving. The document contrasts novice learners, who rely on rigid strategies, with expert learners, who design flexible strategies tailored to specific tasks and selectively process important information. Metacognition is important for lifelong learning and allowing people to learn how to learn on their own.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Metacognition

    “If you teach a person what to learn, you are preparing that person for the past.
    If you teach a person how to learn, you are preparing that person for the future.”
    Cyril Houle
    The Most Important Goal of Education

     To teach students how to learn on their own.


     Enable them to learn not just while they are in school but for a lifetime.
     Entails their deeper awareness of how they process information, the ability to
    evaluate their own thinking and make their learning process more effective.
    The questions addressed by the concept of metacognition
    1. How do you learn how to learn?
    2. How do you learn best?
    3. How do you approach a specific learning task?
    4. How do you approach a problem to solve?
    5. How do you know which approach worked best?
    What is Metacognition?

     Thinking about thinking.


     Learning how to learn.
     Higher order thinking which involved active awareness and control over the
    cognitive processes engaged in learning.
     The ability to use your knowledge of your thinking process to:
    o Plan a strategy for approaching a learning task
    o Create steps to solve a problem
    o Reflect on action taken
    o Evaluate results
    o Modify your approach
     Metacognition involves knowing when you know, knowing when you don’t know,
    and knowing what to do when you don’t know. In other words, it involves self-
    monitoring and correcting your own learning processes.
     Metacognition also involves knowing yourself as a learner; that is, knowing your
    strengths and weaknesses as a learner.
     Metacognition involves knowing when you know, knowing when you don’t know,
    and knowing what to do when you don’t know. In other words, it involves self-
    monitoring and correcting your own learning processes.
     Metacognition also involves knowing yourself as a learner; that is, knowing your
    strengths and weaknesses as a learner.
    Metacognitive Knowledge
    It is the knowledge that can be used to control cognitive process.

    1
    Three Categories of Metacognitive Knowledge

     Knowledge of person variable: What you recognize about your strengths and
    weaknesses in learning and processing information.
     Knowledge of task variable: What you know about the nature of a task and the
    processing demands required to complete the task.
     Knowledge of strategy variable: What you know about different strategies you can apply
    to successfully accomplish a task.
    Knowledge is said to be metacognitive if it is keenly used in a purposeful manner to ensure
    that a goal is met.
    How to practice Metacognition?
    1) Knowing the limits of one’s own learning and memory capacity
    2) Knowing what task one can realistically accomplish within a certain amount of time.
    3) Planning an approach to a task that is likely to be successful.
    4) Using effective learning strategies to process and learn new material.
    5) Monitoring one’s own knowledge and comprehension.
    6) Using effective strategies for retrieval of previously stored information.
    Metacognitive Strategy to Facilitate Learning
    1) Have students monitor their own learning and thinking.
    2) Teach students study or learning strategies.
    a. TQLR is a metacognitive strategy that can be taught/thought for young
    learners before listening to a story or presentation.
    b. PQ4R is a metacognitive strategy for older students to study a unit or
    chapter.
    c. SQ4R is a metacognitive strategy for effective reading.
    3) Have students make predictions about next information based
    4) on what they have read.
    5) Have students relate ideas to existing knowledge structures.
    6) Have students develop questions.
    7) Help students to know when to ask for help.
    8) Show students how to transfer knowledge, attitudes, values, skills to other situations
    or tasks.
    Metacognition includes the abilities to ask and answer the following of questions

     What do I know about this subject, topic, issue?


     Do I know what I need to know?
     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 it is not working to my expectation/ satisfactory?

    2
    Novice and Expert Learners
    Novice is a person who has just started learning or doing something while Expert is a person
    who is knowledgeable, resourceful and expert in doing things or something.

    Differences between Novice Learners and Expert Learners

    1. Knowledge in different subject areas


    Novice learners have limited knowledge in Expert learners have deeper knowledge in
    different subject areas. different subject areas because they look
    for interrelationships in the things they
    learn.
    2. Problem Solving
    Novice learners are satisfied at just Expert learners first try to understand the
    scratching the surface; hurriedly give a problem, look for the boundaries, and
    solution to the problem. create a mental picture of the problem.

    3. Learning/thinking strategy
    Novice learners employ rigid strategies that Expert learners design new strategies that
    may not be appropriate to the task at hand. would be appropriate to the task at hand.

    4. Selectivity in Processing
    Novice learners attempt to process all Expert learners select important
    information they receive. information to process; able to break down
    information to manageable chunks.

    5. Production of output
    Novice learners do not determine the Expert learners check their error and
    quality of their work, nor stop to make redirect their efforts to maintain quality
    revision. output.

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