However, due to their similarities, it can be assumed that improving one will improve the other. Metacognition takes things a step further as it encompasses the regulation of these thoughts. At this level of self-awareness, students are able to actively channel their thoughts and alter their behaviours to enhance attainment.
How can I help my students develop metacognition? Each student may respond differently to different strategies. For more concrete strategies to use in your classroom to develop metacognition, check out these blogs:.
Fear not, you are in good company. Research suggests that teachers can help students develop their metacognition using the strategies above , but that these gains were more pronounced when a professional in psychology delivered the training. One likely reason for this could be due to them having an increased knowledge of the topic.
They are typically more able to explain the concept and advise students on how to put it into practice. But the best way is to learn about metacognition from an expert yourself. Metacognition also involves knowing yourself as a learner; that is, knowing your strengths and weaknesses as a learner.
For example, if you can explain what your strengths are in academic writing, or exam taking, or other types of academic tasks, then you are metacognitively aware.
Metacognitive processes can be applied to learning and thinking in all disciplines and contexts. Fogarty, R. How to teach for metacognition. Halpern, D. Thought and knowledge: An introduction to critical thinking. Livingston, J. Metacognition: An overview. McKeachie, W. The need for study strategy training. Weinstein, E. Alexander Eds. New York: Academic Press.
Meichenbaum, D. Teaching thinking: A cognitive-behavioral perspective. Glaser Eds. North Central Regional Educational Laboratory. Strategic teaching and reading project guidebook. Retrieved December 27, Nietfeld, J. The effect of knowledge and strategy explanation on monitoring accuracy. Journal of Educational Research, 95, — Nist, S. What the literature says about academic literacy. Georgia Journal of Reading, Fall-Winter, 11— Pressley, M. Cognitive strategies: Good strategy users coordinate metacognition and knowledge.
Whitehurst Eds. Schraw, G. The efficiency with which the task has been performed is also assessed. Self-questioning is the evaluation process that students and others can use in which they ask themselves effective questions before, during and after learning to test their understanding of what is learned. Encouraging students to do this can be an effective way to expand their understanding of the subject.
This metacognitive strategy has been extensively tried and tested. One of the studies investigated whether self-questioning affected exactly how much the students could learn in a period.
Several groups were created. The first group asked themselves these questions during the lecture. The third group of students discussed the content of the lecture in a small group, and the students from the last group of students assessed the material individually. The researchers found that the students in the first two groups performed better than the students in the last two groups.
Another strategy for improving metacognitions is to use graphic organisers. These are also called cognitive tools. Visualisations actively help to improve the human thinking process. Visualisations help individuals:.
Theories of learning styles such as the Gardner Multiple Intelligence Theory suggest that different people learn in different ways. It is therefore crucial to know which strategy works best for someone. Common learning styles are:.
A visual learner learns optimally through graphs, images, documentaries and other visualisations. This group of people is very good at identifying patterns and matching colours. An auditory pupil learns optimally by listening instead of watching or reading. They enjoy hearing stories and listening to podcasts. A kinaesthetic student learns optimally through movement.
This group of people like to learn by doing things instead of reading or listening. They are active rather than passive people. People who learn logical mathematics are good at using reasoning to find answers to difficult questions. They are generally good with numbers, but sometimes have difficulty with subjective issues.
An interpersonal learner learns best through social interaction. They are good at group work, have high emotional intelligence, and are good at compromising to get the job done. An intra-personal learner is someone who likes to learn things through pondering.
They prefer to be alone and in isolation to learn and experience cooperation as a distraction. Someone who is aware of the way his or her brain most comfortably processes information can work on personal strengths and weaknesses. Metacognition thus plays a crucial role in learning new things. A place where many new things are learned is a school.
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