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.” (Veenman, 2006)

“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).

(Veenman, 2006)

His Definition: “the knowledge about and regulation of one’s cognitive activities in learning processes.” (Veenman, 2006)

Ponder this: Most conceptualizations of metacognition have

in common that they take the perspective of higher-order cognition about cognition.’’ (Veenman, 2006)

There is a higher-order agent overlooking and governing the cognitive system, while simultaneously being part of it. (Veenman, 2006)

Comte’s paradox:

One cannot split one’s self in two, of whom one thinks whilst the other observes him thinking.

(Veenman, 2006)

MetacognitionMetacognition consists of :

1. metacognitive knowledge “is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.” (Livingston, 1997)

2. metacognitive skills which “refers to a person’s procedural knowledge for regulating one’s problem solving and learning activities” (Veenman, 2006)

Metacognitive knowledgeknowledge 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” to learn most effectively (Livingston, 1997)

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”. (Livingston, 1997)

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. (Livingston, 1997)

Metacognitive Knowledge

For example, a student may use knowledge in planning how to approach a math exam:

"I know that I (person variable) have difficulty with word problems (task variable), so I will answer the computational problems first and save the word problems for last (strategy variable).

(Livingston, 1997)

Metacognitive Skills

Have a built-in feedback mechanism (Veenman, et al 2006)

Involve monitoring the processes, and progression of a plan of action. That is, being aware of your own

progress, or lack of, and making adjustments to improve involves metacognitive skills.

One can have metacognitive knowledge, without metacognitive skills. Can someone explain this?

Metcognitive Skills

Metacognitive skills do not equal intelligence.

A person of lower intelligence with excellent metacognitive skills can perform as well as a highly intelligent person.

The good news is that Metacognitive skills can be taught !

(Livingston, 1997, Veenman, 2006)

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, 2004Conclusion: Teaching metacognitive strategies (when

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

Effects of metacognitive feedback on mathematical problem solvingMaria Cardelle-Elawar, 1990Bilingual, low-performing Hispanic studentsConclusion: 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: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.

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)

What do you see?

What do you see?

How many faces do you see?

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.

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

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

Veenman, M. V. J. (2006). Metacognition and learning: Conceptual and methodological considerations. Retrieved from http://www.csuchico.edu/~nschwartz/Veenman Metacognition.pdf