Extracts from: Smart Thinking Developing reflection and metacognition By Jeni Wilson and Lesley Wing Jan, Curriculum

Corporation, 2008
Defining Terms Reflection is a more general term than metacognition. It refers to almost any purposeful thought, where the learner engages in active, persistent and careful consideration of ideas for a deeper understanding. Reflection is used to get a broader and more reasoned point of view of the whole issue/big picture (to seek perspectives and omissions and remove ambiguities and assumptions). Put simply... reflection involves Looking back Unravelling questions Pulling apart Considering alternate perspectives Making connections Drawing conclusions Reasoning and making judgments and can lead to goal setting Reflective thinking involves a range of thinking skills (for example, evaluation, analysis and synthesis). It is much more than one off thinking during which the thinker casts their mind back to an event, situation, person, topic or thinks about anything. Reflection and metacognition are terms that are often used interchangeably even though they are not synonymous. While reflection is required for one to be metacognitive, metacognition is not required for one to be reflective. Metacognition refers to an individual's awareness, consideration and control of his or her own cognitive processes and strategies. Although many definitions of metacognition exist, Flavells (1976) definition has become one of the most frequently quoted. He divided metacognition into knowledge of person variables, task variables and strategy variables. For example, the metacognitive thinker, when thinking about their learning or ability to do something, might consider and ask themselves: What aspects related to me, the task and my selection of strategies might assist or hinder my ability to complete the task? In Smart Thinking, metacognition is used to refer to the awareness individuals have of their own thinking; their evaluation of their thinking; and their regulation of their thinking (Wilson, 2001). Metacognitive Awareness relates to an individuals awareness of: where they are in the learning process or in the process of solving a problem, what needs to be done, what has been done and what might be done in particular learning contexts/problem solving situations. It also includes their knowledge: content-specific knowledge, knowledge about their personal learning/ problem solving strategies. knowledge of their competencies
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Dr Jeni Wilson and Lesley Wing Jan

knowledge of mental processes in progress.

Metacognitive Evaluation refers to judgements made regarding one's own: thinking processes, capacities and limitations, for example, effectiveness of their thinking or of their strategy choice. Metacognitive Regulation occurs when individuals: draw upon their own knowledge (about self and strategies, including how and why they use particular strategies), make use of their metacognitive skills (such as planning, self-correcting, setting goals) to direct their knowledge and thinking. In thoughtful classrooms we need to support students as they: Plan for their own learning by setting and monitoring their goals Select, use and monitor appropriate strategies Identify their own thinking processes and what is required Draw upon their prior knowledge Make reasoned judgements Ask powerful questions of themselves, others and about the world around them Generate creative possibilities to problems Be careful observers of their own thinking and actions Consider a range of perspectives Take risks in their thinking and learning Pose questions and seek answers Reflect on their learning and thinking We need to develop an effective student - centred learning curriculum that requires students to be reflective and metacognitive as they work. For example the students need to be able to: consider what a given task requires before starting reconsider what is required as they progress with the task identify what is important to focus on make connections between key ideas and their prior learning challenge themselves, others and ideas question the relevance of data and ideas evaluate their progress make strategic decisions (resources, strategies etc) and modify as needed seek help when they realize they need it.

In student centred classrooms, students are required to be active learners who are responsible for their actions and are self directed in their thinking. They are taught to and expected to be aware of how they learn, to identify what helps and hinders their learning and to act in ways that facilitate their learning. They identify what they already know and can do and actively participate in learning experiences that will help them extend and deepen their skills and knowledge. They participate in learning experiences, and are not passive recipients of knowledge, rather they actively construct their own meanings, refining and building on their existing knowledge (Piaget, 1970; von Glasersfeld, 1991) The process in which students make connections between their prior and new learning and thus construct their own understandings is referred to as constructive learning or constructivism. This necessitates and enhances reflection and metacognition on the part of the learner; however the teachers role is still important. Developing a Shared Language

Dr Jeni Wilson and Lesley Wing Jan

A shared understanding of the language of thinking within a supportive classroom environment where tasks are appropriately challenging, is foundational for rich reflective learning experiences. Classroom conversations that include reference to thinking processes are useful for increasing student self-control over their own learning and for teacher assessment. For example, the statements and questions (in the table below) provide metacognitive cues that can be used to stimulate thinking about and discussion about each of the three metacognitive functions (to be aware of own thinking, to evaluate and regulate own thinking). Metacognitive Functions, Cues and Questions FUNCTION: Awareness
Cues I thought about what I already know I tried to remember if I had ever done a problem like this before I thought about something I had done another time that had been helpful I thought 'I know what to do' I thought 'I know this sort of problem Example Teacher Questions What do you already know that would be useful? Have you had ever done a problem like this before? What have you done at another time that could be helpful? Do you know what to do? What sort of problem is this?

FUNCTION: Evaluation
I thought about how I was going I thought about whether what I was doing was working I checked my work I thought 'Is this right or wrong'? I thought 'I can't do it' How are you going? Is what you are doing working? Have you checked your work? Is this right or wrong? Are you feeling confident?

FUNCTION: Regulation
I made a plan to work it out I thought about a different way to solve the problem I thought about what I would do next I changed the way I was working What plan can you make to tackle this problem? What other way can you use to solve the problem? What is the next step? How can you change your way of working so that you can get this done?

The use of such cues and questions to describe and discuss metacognition could assist both teachers and students to monitor metacognition. The cues and questions are transferable across curriculum areas and could stimulate students metacognitive behaviour in other various problem solving and complex learning situations. Students might be encouraged to use such statements as sentence starters to reflect on their metacognitive activity. For example, I thought about what I did last time we had a problem like this and decided to draw a diagram to see if that would help. When I checked my work I realised I had made a mistake so I thought about a different way to solve the problem. Reflective activities promote: reflection on students/teachers' thinking and learning. self questioning. questioning. making connections between ideas. linking experiences to past/current and predicted events. analysis and evaluation of learning. self-assessment. hypothesising, considering alternatives, generating alternatives. decision making.
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Dr Jeni Wilson and Lesley Wing Jan

goal setting. action planning.

Dr Jeni Wilson and Lesley Wing Jan