Cambridge International Education Show
Common misconceptionsThere are a number of misconceptions surrounding metacognition and the related construct ‘self-regulated learning’. 1. Metacognition is simply ‘thinking about thinking’ 2. Any strategy used while performing a cognitive task is metacognitive 3. A teacher plays no role in their learners’ metacognitive practice 4. Metacognition is only
applicable to older learners
Next stepsHere are two activities designed to encourage metacognition in your classroom. 1. KWL chart What do I know? The purpose of the chart is to help learners to organise information before during and after a lesson or unit of learning. A KWL chart will help you to engage your learners in a new topic, activate their prior knowledge and support them in monitoring their learning. Here is an example of a KWL chart for you to use: 1. Set the class a clear and explicit learning objective. 2. Ask your learners to think about ‘What do I know?’ Learners start by thinking about what they already know that could help them respond to the learning objective. They record their thoughts in the left column of the chart. However, learners do not have to be limited to working alone. They could share their ideas with others using techniques such as think-pair-share. In addition to activating any useful prior knowledge, this first question can highlight any misconceptions in your learners’ current knowledge and understanding. 3. Ask your learners to complete the middle column of the chart with their answers to the second question: ‘What do I want to know?’ Monitor the class carefully. If learners are having difficulty coming up with ideas prompt them to think about questions beginning ‘How…?’, ‘When…?’, ‘Why…?’ etc. This stage provides a good opportunity for you to see what your learners are interested in and what they already know. You can use this information to shape your future learning activities. 4.
During the lesson or unit of learning encourage your learners to monitor their own progress and to adjust the strategies they are using as necessary. Prompt them to ask questions such as: ‘How am I doing?’, ‘What should I do next?’, ‘Should I try a different strategy?’ At the same time ask your learners to reflect on what they wrote in the ‘What do I want to know?’ column. Do they have any questions that remain unanswered. Do they have any questions that they would like to add? Make a note of these unanswered questions and use them to help plan future activities. 6. Reflect on their learning process. Encourage your learners to reflect on how effectively they discovered the answers to their ‘What do I want to know?' questions. Support their discussions with questions that encourage reflection on their learning process: What strategies did I plan to use? In the video below, Lee Davis (Deputy Director of Professional Development) discusses each of the levels in more detail.
Transcript What can you do to identify whether your learners are tacit, aware, strategic or reflective? Cognition Exam wrappers Executive functioning Meta Metacognition Metacognitive control Metacognitive knowledge Metacognitive monitoring Metacognitive regulation Metacognitive talk Mnemonics Reciprocal teaching Scaffolding Self-regulation Self-regulated learning Which of the following terms relates to the knowledge that people have about their own thinking processes in their ability to monitor their cognition?Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner.
Which of the following terms relates to the knowledge that people have about their own thinking?Metacognition can be defined very simply as thinking about thinking, or more fully as by developmental psychologist John Flavell: “Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data.
Which of the following terms relates to the knowledge that people have about their own thinking processes and their ability to monitor their cognition quizlet?The ability to know and monitor one's own thinking processes is called _____. Metacognition. As a result of adolescent egocentrism, adolescents develop the view that what happens to them is unique and exceptional.
Which of the following is a term that relates to an adolescent's belief that his or her own behavior is a primary focus of others attentions and concerns?Being able to introspect may lead to forms of egocentrism, or self-focus, in adolescence. Adolescent egocentrism is a term that David Elkind used to describe the phenomenon of adolescents' inability to distinguish between their perception of what others think about them and what people actually think in reality.
|