metacognition seana decrosta jennifer mccallum edus 515 dr. p. duncan
TRANSCRIPT
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