INDICATORS OF COGNITIVE AND METACOGNITIVE Using effective learning strategies.
repertoires so they must be alert to these strategies and
FACTORS OF LEARNING
1. NATURE OF THE LEARNING PROCESS
The learning of complex subject matter is most effective when it
is an intentional process of constructing meaning from
information and experience.
The successful learner, overtime and with support and
instructional guidance, can create meaningful, coherent
representation s of knowledge.
3. CONSTRUCTION OF KNOWLEDGE
The successful learner can link new information with existing
knowledge in meaningful ways.
The successful learner can create and use a repertoire of
thinking and reasoning strategies to achieve complex learning
goals.
5. THINKING ABOUT
Higher strategies for selecting and monitoring mental operations
facilitate creative and critical thinking. Learning is influenced by
environmental factors, culture, technology, and instructional
practice.
DEVELOPING METACOGNITION
Metacognition appears to be one of the most powerful
predictors of learning.
Metacognition is thinking about thinking, knowing “what we
know” and “what we don’t know”.
THE BASIC METACOGNITIVE STRATEGIES ARE:
1. Connecting new information to former knowledge.
2. Selecting thinking strategies deliberately.
3. Planning, monitoring, and evaluating thinking
processes.
4. A thinking person is in charge of her behavior.
METACOGNITIVE KNOWLEDGE
Being aware of one’s own learning and memory capabilities and
of what learning tasks can realistically be accomplished.
Knowing which learning strategies are effective and which are
not.
Planning an approach to a learning task that is likely to be
successful.
Monitoring one’s present knowledge state.
Knowing effective strategies for retrieval of previously stored
information.
STRATEGIES FOR DEVELOPING METACOGNITIVE BEHAVIOR
1. Identifying “what you know” and what “you don’t
know.
2. Talking about thinking.
3. Keeping a thinking journal.
4. Planning and self-regulation.
5. Debriefing the thinking process
6. Self-Evaluation.
DISTINCTION BETWEEN
COGNITIVE AND METACOGNITIVE LEARNING STRATEGIES
Cognitive and Metacognitive strategies and skills are closely
related in terms of them both involving cognition and skill but
they are conceptually distinct in at least one major way.
Weinstein and Meyer state that a cognitive learning strategy is a
plan for orchestrating cognitive resources, such as attention and
long term memory to help teach a learning goal. This indicate that
there are several characteristics of cognitive learning strategies,
such as being goal-directed, intentionally, invoked, effortful, and
are not universally applicable, but situation specific.
Metacognitive strategies appear to share
Most of this characteristic with the exemption of the last one
since they involve more universal application through focus upon
planning for implementation, monitoring, and evaluation. That is
to say metacognitive strategies are not so situation specific but
involve generic skills essential for adult, more sophisticated forms
of thinking and problem solving.
Establishing the metacognitive and environment
A metacognitive environment encourages awareness of thinking.
Planning is shared among Teachers, School Library media
specialist, and students. Various thinking strategies are discussed
while evaluation is ongoing.
In the creation of a metacognitive environment, Teachers monitor
and apply their knowledge, deliberately modeling metacognitive
behavior to assist student in becoming aware of their own
thinking. Metacognitive strategies are already in the Teachers
consciously model them for students.
Problem solving and research activities
In all subjects provide opportunities for developing metacognitive
strategies. Teachers therefore need to focus attention on how
task are accomplish. Process goes, in addition content goes goals,
must be established and evaluated with students so that they can
discover but understanding and transferring thinking process
improve learning.
The role of metacognitive knowledge in learning, Teaching, and
assessing
Metacognitive knowledge can play an
Important role in student learning and by implication, in the way
student are taught and assessed in the classroom.
First, metacognitive knowledge of strategies and task
As well as self knowledge is link to:
• learn and perform in the classroom
• Student knows about the different kinds of strategies
for learning, thinking, and problem solving.
• Different strategies or memory task (for ex. are more
likely to use them to recall relevant information.)
• Knows the general strategies for thinking and problem
solving (use in confronting in classroom task.)Bransford et. Al,
199; Schneider & Pressley, 1997;
Weinstein & Mayer, 1986
Related to transferring of knowledge …
• Ability to use knowledge gained in the situation.
• New task required knowledge and skills that they have
not yet learned.
In this case they are likely to use
More general strategies to help the student think about or solve
the problem.
In terms of implication for teaching, it is important that
metacognitive knowledge is embedded within the usual content
driven lesson in the different subject areas.
In terms of implication for assessment, it is important to know
how it is used by the students to facilitate their own learning. In
this sense, it is more likely that any assessment of metacognitive
knowledge by Teachers will be informal rather than formal.