Metacognition is essentially reflection on the micro level, an awareness of our own thought processes as we complete them. Metacognitive reflection, however, takes thinking processes to the next level because it is concerned not with assessment, but with self-improvement (Watanabe-Crockett 2018)
Examples of metacognitive activities include planning how to approach a learning task, using appropriate skills and strategies to solve a problem, monitoring one's own comprehension of text, self-assessing and self-correcting in response to the self-assessment, evaluating progress toward the completion of a task, and ...
Metacognition is, put simply, thinking about one's thinking. More precisely, it refers to the processes used to plan, monitor, and assess one's understanding and performance. Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner.
Metacognitive Theory is a theory of knowledge that is interested in how humans can actively monitor and regulate their own thought processes. According to Flavell, the theory's founder, some people are more capable of control over their minds than others.
Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes.
The meaning of the term cognitive is related to the process of acquiring knowledge (cognition) through the information received by the environment, learning. While metacognition refers to the ability of people to reflect on their thought processes and the way they learn.
Metacognition, a type of reflection, is a way of thinking about one's thinking in order to grow. Metacognition and reflection are terms often used interchangeably, but it is most helpful to distinguish metacognition as a particular form of reflection.
Metacognition is “thinking about thinking.” Metacognition involves understanding how you came to learn something. Use this journal page to think about what you learned and how you learned it. This could be used at the end of a unit or the end of the year.
Teachers can facilitate metacognition by modeling their own thinking aloud and by creating questions that prompt reflective thinking in students. Explicit instruction in the way one thinks through a task is essential to building these skills in students.
According to the Inclusive Schools Network (2014), “Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.” Teachers who use metacognitive strategies can positively impact students who ...
Metacognitive strategies are those strategies which require students to think about their own thinking as they engage in academic tasks.
Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Example: 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 is broken down into three components: metacognitive knowledge, metacognitive experience, and metacognitive strategies.
Metacognitive knowledge – this refers to a student's awareness of what they do or don't know about their cognitive processes. It includes knowing their strengths, weaknesses, and identifying gaps in their knowledge. This type of metacognition also refers to knowledge of skills that students may use to solve a problem.
Metacognition essentially means cognition about cognition. It refers to both people's awareness and control, not only of their cognitive processes, but of their emotions and motivations as well.
Cognitive strategies are one type of learning strategy that learners use in order to learn more successfully. These include repetition, organising new language, summarising meaning, guessing meaning from context, using imagery for memorisation.
Metacognition is a child's ability to be aware of what they are thinking about and choosing a helpful thought process. This simply means that metacognition is thinking about thinking.
Metacognition is thinking about thinking. It is an increasingly useful mechanism to enhance student learning, both for immediate outcomes and for helping students to understand their own learning processes.