REFLECTION ON METACOGNITION

Metacognition has proven quite a difficult term to understand as different authors define it differently. According to Oxford English Dictionaries, cognition is defined as the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses while describing Metacognition as awareness and understanding of ones own thought processes (Oxford, 2014). Hacker, Dunlosky, and Graesser state that Metacognition is an awareness of oneself as an actor in his environment (Hacker, Dunlosky, & Graesser, 2009, p. 3). Other authors describe the term as an awareness and judgment about an event gained through experience (Israel, Block, Bauserman, & Kinnucan-Welsch, 2008, p. 4). From researching numerous definitions, I would define the term as learning to learn through the use of reflection. During teaching practice, issues arose where critical reflections on my own learning styles and preferences were vital for the success of lessons. As a visual learner, I found myself explaining all concepts through the use of 3D models. Brookfield introduces the Four Critically Reflective Lenses as a guideline for viewing our teaching in a critically constructive way (Brookfield, 1995, p. 29). The first lens in the model is our autobiographies as teachers and learners. Brookfield states that in order to critically reflect we must view our practice from the other side of the mirror by seeing ourselves through the pupils eyes. The Foundation for Critical Thinking agrees with Brookfield by stating that As a developing critical thinker, you must regularly take your thinking apart and come to terms with its interrelated elements (Paul & Elder, 1996). Because the pupils are receiving the given information, their personal opinions need to be analysed. At the end of the six weeks, each pupil was given a questionnaire to be filled out relating to the previous six weeks of

teaching. Through analysing these questionnaires, I began to open my eyes to issues in which I had never realised. One issue that was noted involved a recommendation where a pupil suggested conducting more intuitive lessons as opposed to sensory in Design and Communication Graphics. The Felder-Silverman Model argues that Sensing learners tend to be concrete, practical, methodical, and oriented towards facts and hands-on procedures. Intuitive learners are more comfortable with abstractions (theories, mathematical models) and are more likely to be rapid and innovative problem solvers (Felder & Brent, 2005, p. 60). I now realise that I became blind to the fact that the pupils were given limited opportunity to develop their own personal intuition during lessons as my main focus was on developing intuitive teaching methods and resources to portray lesson content. More research based assignments were needed to provide the pupils with an opportunity to study the whys of a drawing. During the past six weeks of teaching placement I have learned a lot about management skills and how they differentiate in different people. Through researching different personality types as part of my thesis, I conducted a Myers-Briggs Personality Test before commencing teaching practice to identify exactly where my strengths and weaknesses lie and areas I can improve upon. Out of the sixteen different types, Myers and Briggs labelled my personality as an INTP (Introverted, Intuitive, Thinking and Perception), and describes it as organised in relation to concepts and ideas (Myers & Myers, 1995, p. 88). The description continues that relying on thinking makes them logical, impersonal, objectively critical, not likely to be convinced by anything except reasoning. These descriptions became more and more evident as the weeks progressed where everything within lessons became organised such as class rota posters and even correction time frames for Technical Graphics drawings. Myers and Briggs continue to describe the personality type as inclined towards shyness, especially when young, as the chief interests of introverted thinking are little help in small talk or social contacts (Myers & Myers, 1995, p. 88). Through time I have managed to develop this by pushing myself into social interaction more frequently however it still remains a challenge. In comparison to TP1, I developed conversations with as many different teachers in the staffroom as possible, gaining insightful knowledge and tips throughout the process. Through extensive research in this area, I am now able to identify

these different traits in students. I have came across situations were pupils would sit quietly in the classroom and do their work as opposed to interacting with fellow pupils. Because social interaction is such an important aspect of development, I decided to group pupils in twos during lessons where the introverted thinkers would share their knowledge with other pupils. I considered inviting different pupils up to present at the front of the room however I felt it would be too much too soon for some of the introverted pupils. Thesis research has allowed me to see past the exterior of the pupils to develop their life skills while taking into consideration their many different personality types. Throughout the past six weeks I have learned a lot about myself as an educator. Through student evaluations, I have discovered that pupils should be given the opportunity to use their intuition as well as the teacher. Student evaluation sheets are an excellent method towards critically assessing your performance as a professional teacher. Research into personality types has allowed me to identify both my own personal strengths and weaknesses. In order to develop a weakness, you first have to identify it. This research has also developed my skills for identifying these traits in students to develop their life skills in different areas. My goals for teaching involve continuous class discussions on how the pupils wish to be educated and taking their advice on board for creative and innovative lessons in the future. Bibliography
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass Inc. Felder, R. M., & Brent, R. (2005). Understanding Student Differences. Journal of Engineering Education , 57-68. Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Metacognition in Educational Theory and Practice. New Jersey: Lawrence Erlbaum Associates. Israel, S. E., Block, C. C., Bauserman, K. L., & Kinnucan-Welsch, K. (2008). Metacognition in Literacy Learning. New Jersey: Lawrence Erlbaum Associates. Myers, I. B., & Myers, P. B. (1995). Gifts Differing Understanding Personality Type. Palo Alyo: Consulting Psychologists Press. Oxford, D. (2014). Cognition. Retrieved Feburary 23, 2014, from Oxford Dictionaries: http://www.oxforddictionaries.com/definition/english/cognition

Paul, R., & Elder, L. (1996). The Critical Mind is A Questioning Mind. Retrieved October 16, 2013, from The Critical Thinking Community: http://www.criticalthinking.org/pages/the-critical-mind-is-aquestioning-mind/481