Metacognition Seana DeCrosta Jennifer McCallum EDUS 515 Dr. P. Duncan

Metacognition

Seana DeCrosta

Jennifer McCallum

EDUS 515 Dr. P. Duncan

OverviewDefinition

Comte’s Paradox

Metacognitive knowledge

Metacognitive skills

Metacognition in the classroom

Cognitive Strategy Instruction

Research

Metacognitive Strategies

Lecture WrapperListening tips (Cortright, 2012)

On a sheet of paper, list what you think the three most important points of this lecture.

At the end of the lesson, you will hand this in.

What is Metacognition? • Thinking about thinking

• Knowing about knowing.

Definitions of Metacognition“… refers to higher order thinking which involves

active control over the cognitive processes engaged in learning” (Livingston, 1997).

“..refers to the ways that people think - the patterns, how we put together the information that we're given.” (McDarby, 1988)

“Metacognition is a systematic strategy for solving problems that includes reflecting on and evaluating the productivity of one’s thinking.” (Cardelle-Elawar, 1990).

John H. Flavell Coined the term “Metacognition” (1979).

His Definition: “the knowledge about and regulation of one’s cognitive activities in learning processes.” (Flavell, 1979; Brown, 1978)

Ponder this: Most conceptualizations of metacognition have in

common that they take the perspective of higher-order cognition about cognition.’’

There is a higher-order agent overlooking and governing the cognitive system, while simultaneously being part of it.

( (2006) 1: 3–14) Veenman, etal. Metacognition Learning

Comte’s paradox: One cannot split one’s self in two, of whom one

thinks whilst the other observes him thinking.

(Veenman, etal. Metacognition Learning (2006) 1: 3–14)

Flavell (1979, 1987)metacognition consists of :

metacognitive knowledge1

metacognitive skills2

1.Metacognition: An Overview, Jennifer A. Livingston

Metacognitive knowledge

refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes.

The former refers to a person’s declarative knowledge about the interactions between person, task, and strategy characteristics (Flavell, 1979)

Metacognitive knowledge“…can be correct or incorrect, and this self-

knowledge may be quite resistant to change.

For instance, a student may incorrectly think that (s)he invested enough time in preparation for math exams, despite repeated failure (But the teacher made the exams so hard to pass...’’). Such misattributions prevent students from amending their self-knowledge”. (Marcel, et al)

Metacognitive knowledgeFlavell further divides into three categories:

knowledge of person variables

task variables and

strategy variables.

(Metacognition: An Overview, Jennifer A. Livingston)

Metacognitive knowledge

knowledge of person variables

“General knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning processes”

ex. Being aware of where “you” should study for “you” learn

most effectively.

(Metacognition: An Overview, Jennifer A. Livingston)

Metacognitive knowledge

task variables

“knowledge about the nature of the task as well as the type of processing demands that it will place upon the individual”

Ex. “you may be aware that it will take more time for you to read and comprehend a science text than it would for you to read and comprehend a novel”.

(Metacognition: An Overview, Jennifer A. Livingston)

Metacognitive knowledge

strategy variables

“knowledge about both cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropriate to use such strategies”.

Ex. Basically knowing what needs to be done, how “you” might go about doing it, and appropriately applying the right strategy. (Do you agree????)

(Metacognition: An Overview, Jennifer A. Livingston)

Metacognitive Skills

“…a person’s declarative knowledge about the

interactions between person, task, and strategy characteristics”

“…have a feedback mechanism built-in. Either you are capable of planning your actions ahead and task performance progresses smoothly, or you don’t and your actions go astray.”

(Marcel Et al)

What is metacognition in the classroom?

Actively regulating one’s own thinking and acquisition/comprehension of new knowledge Learning strategiesStudy strategies

Metacognition is a series of learned behaviors that can be (and need to be) taught.

These behaviors are often interpreted as intelligence.

(Parker)

Students must:Recognize the task’s level of difficulty

Implement a learning strategy underlining, note-taking, summarizing, and self-

questioning

Self-evaluate and self-regulateAm I satisfied with my work and with what I

learned?

(Parker)

Cognitive Strategy Instruction

An instructional approach that prioritizes teaching thinking skills to help students become self-sufficient learners

Believes that certain cognitive strategies are superior to others in helping students remember and retain informationExemplified by best and brightest

(Parker)

Cognitive Strategy Instruction

Teach students metacognitive strategies and how to monitor their efforts

Teach students when to use each strategy

Practice is essential!

ResearchCan giftedness be taught

Norbert Jausovec, 2004 Conclusion: Teaching metacognitive strategies (when

and how to use them) improves problem-solving performance.

Effects of metacognitive feedback on mathematical problem solving Maria Cardelle-Elawar, 1990 Bilingual, low-performing Hispanic students Conclusion: Teachers providing metacognitive

feedback on students’ tests helps them to think through their error and self-correct in the future.

Metacognitive ActivitiesSimple Processes

underlining, outlining, note taking, summarizing, self-questioning

More elaboratehierarchical summaries, conceptual maps,

thematic organizers, and metaphorical thinking SQ3R

Wrap around

Think-aloud

(Parker)

Lecture WrapperPlease review your list and choose three things

that you thought were the most important.

The three most important things:

After three lecture wrappers, student responses increasingly matched the instructor's: 45% the first time, 68% the second time, and 75% the third

(Lovett, 2008)

Metacognitive knowledge is “thinking about thinking.” It is also one’s ability to self-regulate and monitor their thinking.Metacognition must be taught and practiced.

What do you see?

(Linda, 2011)

What do you see?

(Linda, 2011)

How many faces do you see?

(Linda, 2011)

ConclusionDefinition

Comte’s Paradox

Metacognitive knowledge

Metacognitive skills

Metacognition in the classroom

Cognitive Strategy Instruction

Research

Metacognitive Strategies

Questions?

Thank you!

Works Cited Cardelle-Elawar, M. M. (1990). Effects of feedback tailored to bilingual students'

mathematics needs on verbal problem solving. Elementary School Journal, 91(2), 165.

Cortright, S. M. (2012). iamnext.com. Retrieved from http://powertochange.com/students/people/listen/

Jausovec, N. (1994). Can giftedness be taught?. Roeper Review, 16(3), 210.

Linda, B. (2011, August 1). Illusions. Retrieved from http://kids.niehs.nih.gov/games/illusions/index.htm

Livingston, J. (1997). University of buffalo. Retrieved from http://gse.buffalo.edu/fas/shuell/CEP564/Metacog.htm

Lovett, M. (2008). Teaching metacognition. Retrieved from http://serc.carleton.edu/NAGTWorkshops/metacognition/teaching_metacognition.html

McDarby, M. (1988). Labratory exercises: Metacognition. Retrieved from http://faculty.fmcc.suny.edu/mcdarby/Pages/Lab Exercises/Metacog.htm

Parker, J. (n.d.). The role of metacognition in the classroom. Retrieved from http://faculty.mwsu.edu/west/maryann.coe/coe/Projects/epaper/meta.htm