Metacognition

Introduction

Metacognition is the higher order of thinking that encompasses the ability to exploit an active control over the thinking processes involved in learning. These activities begin with small steps such as planning how to approach a given learning task; the next step is to monitor and then evaluating progress towards the completion of the task. Proper planning and its implementation are critical for the successful learning and therefore linked with intelligence. Individuals with high metacognitive abilities tend to be more successful thinkers (Livingston, 1997). Therefore, metacognition is application of knowledge to formulate strategy, thus, knowledge itself is metacognitive if it is dynamically used in strategic manner to ensure that a goal is met. It is because of this reason metacognition is referred as “thinking about thinking” and help the students “learn how to learn” (Hacker). KNOWING HOW TO LEARN, and knowing which strategies work best, is valuable skills that differentiate expert learners from novice learners.

“Metacognition skills include taking conscious control of learning, planning and selecting strategies, monitoring the progress of learning, correcting errors, analyzing the effectiveness of learning strategies, and changing learning behaviors and strategies when necessary." (Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E., 1992, Grabinger, 1996). . Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning.

The basic elements of metacognition are:

1. Developing a plan of action
2. Maintaining/monitoring the plan
3.  Evaluating the plan

Before formulating the strategy

When developing the plan of action, self talk is essential:

1. What in my prior knowledge will help me with this particular task?
2. In what direction do I want my thinking to take me?
3. What should I do first?
4. Why am I reading this selection?
5. How much time do I have to complete the task?

During the execution of the strategy

When you are maintaining/monitoring the plan of action, ask yourself:

1. How am I doing?
2. Am I on the right track?
3. How should I proceed?
4. What information is important to remember?
5. Should I move in a different direction?
6. Should I adjust the pace depending on the difficulty?
7. What do I need to do if I do not understand?

After the task is accomplished

When you are evaluating the plan of action ask yourself:

1. How well did I do?
2. Did my particular course of thinking produce more or less than I had expected?
3. What could I have done differently?
4. How might I apply this line of thinking to other problems?
5. Do I need to go back through the task to fill in any "blanks" in my understanding?

(Excerpted from Strategic Teaching and Reading Project Guidebook. (1995, NCREL, rev. ed.) The above strategy will be defined and executed according to the knowledge a person has and the ability to implement in appropriate way. Most researchers seem to agree that metacognition develops, as a person gets older. According to Block (1992) late development of metacognition is because it requires an ability to stand back and observe oneself, which a young child is unable to perform except for some exceptionally intelligent children. Moreover, the predilection to engage in or recognize the need for metacognitive activity such as comprehension monitoring amplifies with age and that younger children have less of this knowledge than older children (Myers et al., 1978). Flavell, the first person to report metacognition and his colleagues also agree with this (Fisher, 1998).

There is also a difference between novice learners and expert learners.Novice Learners don't stop to evaluate their comprehension of the material. They generally don't examine the quality of their work or stop to make revisions as they go along. Satisfied with just scratching the surface, novice learners don't attempt to examine a problem in depth. They don't make connections or see the relevance of the material in their lives, on the contrary, Expert learners are more aware than novices of when they need to check for errors, why they fail to comprehend, and how they need to redirect their efforts ( Ertmer, P.A. & Newby, T.J. (1996).

More on Metacognitive Strategies for Successful Learning

Awareness:

1. Consciously identify what you already know
2.  Define the learning goal
3. Consider your personal resources (e.g. textbooks, access to the library, access to a computer work station or a quiet study area)
4. Consider the task requirements (essay test, multiple choice, etc.)
5. Determine how your performance will be evaluated
6. Consider your motivation level
7. Determine your level of anxiety

Planning:

1. Estimate the time required to complete the task
2. Plan study time into your schedule and set priorities
3. Make a checklist of what needs to happen when
4. Organize materials
5. Take the necessary steps to learn by using strategies like outlining, mnemonics, diagramming, etc.

Monitoring and Reflection:

1. Reflect on the learning process, keeping track of what works and what doesn't work.
2. Monitor self learning by questioning and self-testing
3. Provide feedback to self
4. Keep concentration and motivation high

As students become more skilled at using metacognitive strategies, they gain confidence and become more independent as learners. Independence leads to ownership as student's realize they can pursue their own intellectual needs and discover a world of information at their fingertips. The task of educators is to acknowledge, cultivate, exploit and enhance the metacognitive capabilities of all learners (Brown et al, 1983).

Conclusion

Metacognitive knowledge involves knowledge about cognition in general, as well as awareness of and knowledge about one's own cognition. One of the hallmarks of psychological and educational theory and research on learning since the original Taxonomy was published is the emphasis on helping students become more knowledgeable of and responsible for their own cognition and thinking. Although there are many definitions and models of metacognition, an important distinction is one between (a) knowledge of cognition and (b) the processes involving the monitoring, control, and regulation of cognition (Brown, 1983). Metacognitive knowledge includes knowledge of general strategies that might be used for different tasks, knowledge of the conditions under which these strategies might be used, knowledge of the extent to which the strategies are effective, and knowledge of self. For example, learners can know about different strategies for reading a textbook as well as strategies to monitor and check their comprehension as they read. Learners also activate relevant knowledge about their own strengths and weaknesses pertaining to the task as well as their motivation for completing the task. Suppose learners realize they already know a fair amount about the topic of a chapter in a textbook (which they may perceive as a strength), and that they are interested in this topic (which may enhance their motivation). This realization could lead them to change their approach to the task, such as adjusting their reading approach or rate. Finally, learners also can activate the relevant situational or conditional knowledge for solving a problem in a certain context (e.g., in this classroom; on this type of test; in this type of real-life situation, etc.). They may know, for example, that multiple-choice tests require only recognition of the correct answers, not actual recall of the information, as required in essay tests. This type of metacognitive knowledge might influence how they subsequently prepare for an examination. Thus, metacognition is knowledge of general strategies for learning, thinking, and problem solving. These strategies are applicable across all or most academic disciplines or subject matter domains in contrast to more specific strategies from the disciplines or domains. Consequently, these strategies can be used across a large number of different tasks and domains, rather than being most useful for one particular type of task in one specific subject area (e.g., solving a quadratic equation in mathematics, applying Ohm's law in science).

References

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