Metacognition - Thinking about thinking - Learning to learn
Metacognition refers to higher order thinking that involves active control over the thinking processes involved in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning it is important for both students and teachers. Metacognition has been linked with intelligence and it has been shown that those with greater metacognitive abilities tend to be more successful thinkers.
Most definitions of metacognition include both knowledge and strategy components. Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met. Metacognition is often referred to as "thinking about thinking" and can be used to help students “learn how to learn.” Cognitive strategies are used to help achieve a particular goal while metacognitive strategies are used to ensure that the goal has been reached.
Metacognitive knowledge involves executive monitoring processes directed at the acquisition of information about thinking processes. They involve decisions that help to identify the task on which one is currently working, to check on current progress of that work, to evaluate that progress, and to predict what the outcome of that progress will be. Metacognitive strategies involve executive regulation processes directed at the regulation of the course of thinking. They involve decisions that help to allocate resources to the current task, to determine the order of steps to be taken to complete the task, and to set the intensity or the speed at which one should work the task.
Most definitions of metacognition include both knowledge and strategy components. Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met. Metacognition is often referred to as "thinking about thinking" and can be used to help students “learn how to learn.” Cognitive strategies are used to help achieve a particular goal while metacognitive strategies are used to ensure that the goal has been reached.
Metacognitive knowledge involves executive monitoring processes directed at the acquisition of information about thinking processes. They involve decisions that help to identify the task on which one is currently working, to check on current progress of that work, to evaluate that progress, and to predict what the outcome of that progress will be. Metacognitive strategies involve executive regulation processes directed at the regulation of the course of thinking. They involve decisions that help to allocate resources to the current task, to determine the order of steps to be taken to complete the task, and to set the intensity or the speed at which one should work the task.
Tomado de http://members.iinet.net.au /files/metacognition.htm
According to the text, answer the following:
1. What does Metacognition represent?
2. Metacognitive actions in nature are:
3. Why is metacognition significant for teachers and learners?
4. What’s the main characteristic of people who have metacognitive abilities?
5. What’s the difference between cognitive and metacognitive strategies?
6. What’s the difference between metacognitive knowledge and metacognitive strategies?
3 comments:
Hi Aurora!
I think this reading item is much better than the previous ones.
Hi Aurora,
I like the article, it is really interesting.
I think learners have to check Literal comprehension and locate explicit information stated in the text. In the questions, are students expected to paraphrase the info? If so, what happens if a learner answers literally?
Regards,
I think the reading is super interesting and the washback effect is really good. However, I agree with Nahir's comments. Some of the information could only be copied and pasted. Why not other items? Guessing words from context, true or false,not given or identifyin the main idea?
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