...The Concept of Metacognition Earlier in the Spring semester, our psychology class did a lab over the concept of Metacognition, otherwise known as "thinking about thinking". During this lab assignment, we watched a couple of videos on YouTube and took a short learning styles assessment on Educationplanner.org. Through this, I quickly understood the concepts associated with metacognition as it pertains to psychology. In this essay, I will discuss metacognition in depth, as well my previous scores from earlier in the year, my newest scores as of July 2014 and how I apply metacognitive techniques in my own life. Metacognition is thinking about learning whilst consciously or even subconsciously controlling the learning process in your brain. Per Vanderbilt.edu, metacognition also "refers to the processes used to plan, monitor, and assess one's understanding and performance". This can be a difficult concept to grasp for some, but when broken down, it all becomes very simple. Ask yourself this: "How do you think"? For example, you're on a road trip and are close to your destination but are a little lost getting to a hotel. You stop and ask for directions. Would you personally benefit more from writing the directions down, listening to a GPS for street names or looking for certain landmarks? The fact that you are even thinking about how you should go about learning and remembering the directions is a metacognitive technique. I took the learning styles assessment on Educationplanner...
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...Researchers consistently posit that metacognition plays an important role in reading. Metacognition has been defined as "having knowledge (cognition) and having understanding, control over, and appropriate use of that knowledge" (Tei & Stewart, 1985). Thus, it involves both the conscious awareness and the conscious control of one's learning. In this digest, the implications of metacognition will be discussed as it relates to an important type of learning--reading to learn. In a summary of research on metacognition from the Center for the Study of Reading at the University of Illinois, Armbruster et al (1983) present reading to learn from a metacognitive perspective as it relates to four variables: texts, tasks, strategies, and learner characteristics. 1. TEXT - Text refers to the textual features of learning materials which influence comprehension and memory. Factors such as arrangement of ideas in texts, vocabulary, syntax, clarity of author's intentions, and reader's interest and familiarity with a text all have an effect on students' learning. Salient findings from the research include three basic points: * text structures influence learning even if the learner is unaware of their effect; * knowledge of the effect of text structures on learning is dependent on age and ability; * a reader can optimize learning by becoming aware of text structures and the resultant effect they have on learning. Knowledge of text structure...
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...Chapter I THE PROBLEM AND ITS SETTING Introduction “You cannot teach what you do not know, you cannot give what you do not have.” Iris(2015) It has been relatively believed that one cannot give what he does not have. As a matter of possession, knowledge must have a deeper sense of ownership. According to Iris (2015), the teacher helps the students to learn the things that are very essential. He cannot be a teacher if there are a lot of things that he does not know and does not have enough knowledge and skills are needed to be a teacher. He must be ready enough and very skillful so that he will be able to do the job as a teacher. It is not just about lecturing basic knowledge with the students, it is about touching each student’s life to be a better person. Teachers are the lights that lead the students in the right path, letting them discover what they want and guide them to know the important things in life. According to Rahman (2011), teaching can be learned with different levels of competence. The teachers play a key role in the educational process. The teachers influence the future personal, social and economic lives of people. The demands on them are significant and these can be met only by creating a scientifically based profession, which is supported by a body of theoretical and practical knowledge. In the 21st century, all fields of life have experienced changes due to knowledge and information explosion. Teacher Education sub sector has also experienced new...
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...respective groups and compare them. A reading comprehension test prepared by the investigator was used as pre test and post test. The sample consisted of 112 ESL students of standard nine studying in Kannada medium. Descriptive statistics Mean and SD were calculated to find out the effect of the teaching strategies and Inferential statistics ‘t’ test was used to infer the results to the population. The difference in the means of scores of pre test and post test in the reading comprehension test conducted on the experimental group was 5.911, the ‘t’ value was 11.508 which was significant at 0.01level and that of the control group; Mean difference was 0.197, the ‘t’ value was 0.510 which revealed no significance. Introduction The term "Metacognition"...
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...Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows...
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... Livingston © 1997 by Jennifer A. Livingston "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? The length and abstract nature of the word makes it sound intimidating, yet its not as daunting a concept as it might seem. We engage in metacognitive activities everyday. Metacognition enables us to be successful learners, and has been associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control. "Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that...
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...from Afghanistan and Iraq who delayed their education to serve in the armed forces. 3) Adults who have just completed their GED and are moving onto higher education. (Cari Kenner and Jason Weinerman) And category three is what I fall under. I got my GED in 2010 and now I want to get a higher education. Just like Alexis, I too am going to have a challenge in head of me. Adult Learning Strategy and Theory Three metacognitive frameworks that identify how people structure their own learning theories. The first one is tacit theory. According to tacit theory, adult learners acquire their metacognitive skills from peers, teachers, and the local culture. Number two is informal theory. Individuals who use informal theories still acquire their metacognition skills over time from their peers and their environment. For the adult students their informal metacognitive strategies develop in the workplace environment and which brings together intelligence, experience, and reflection. Number three is formal theory which is the theoretical modeling of social system based on game theory, dynamical system theory, and among other interdisciplinary fields. Conclusion Adult learners tend to be more self-directed and task or goal oriented than traditional students. And adult learners generally have had some level of success in their non-academic lives and they can replicate this success in their academic endeavors if they understand the benefits of new strategies. Rhonda...
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...;University of WestminsterWestminster Business School Module code and title: BKEY401 Professional CompetencesFormative Essay onIndependent Learning Student Name: Aisha Francis Student ID number: W1477552 Seminar leader name: Sumita Ketker Word Count: 805 Date: Thursday 16th October 2014 | Independent Learning; Developed through the structure of Higher Education Independent learning is a concept used within the learning of secondary and higher education. This method is used throughout an individual’s lifetime which aids those individuals to grasp different skills within using the method of independent learning. Meyer (2008) suggests that independent learning is the foundation of ‘Self – Regulated Learning’ which also suggests that each individual is to gather the understanding of what they are expected to do of their tutors and how independent learning is to assist them with their work. This method of education promotes the motivational aspect of learning and how each individual is to take on the responsibility of their knowledge intake, along with creating a clear and well thought out structure with their teachers to help improve their learning environment. Although this definition proves the importance of Independent Study a secondary source implies that independent study is something more in depth. Zimmerman and Schuck (2001) as cited in Meyer (2008) state that “Self-Regulated learning is the way in which learning learn to control their thoughts, feelings and...
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...Finally, in relation to the seventh skill, reading and selecting main idea, current models of reading comprehension highlight the importance of considering the role of different cognitive processes during text comprehension (Meneghetti, et al., 2006). For example, memory both in its short- and long-term components is broadly considered to have a fundamental role. Indeed, the reader has to store and manipulate information in working memory during the processing of the text, but at the same time in order to construct a coherent representation of the text usually he/she has to refer to his/her prior knowledge (Van Den Broek, 1994). Some strategies like evaluating the comprehension level, inferring the information from the text, anticipating what is coming next, searching for the reading purpose are more analytic and need to have a metacognitive awareness (Cogmen & Saracaloglu, 2009). metacognitive strategies can defined in three ways: planning (have a reading purpose in mind and to read the text in terms of this purpose), self monitoring (to regulate the reading process and use the appropriate strategy at the right time) and self evaluating (the reform phase of the reading process such as; to change strategy if necessary, to control if the purpose is reached and to reread the text). Researchers found out that metacognitive reading strategies usage develops students’ reading comprehension level (Eilers & Pinkley, 2006). According to these researches, not only using strategies...
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...Emily Nickell LING 4460 Gender and the Language Strategies: Looking Beyond the Categories April 9, 2014 Abstract Indika Liyanage and Brendan John Bartlett’s article Gender and Language Learning Strategies challenges the previously held assumptions between gender and Language Learning Strategies (LLS). This article found that past research studies have supported an association between genders, with their findings concluding that females have a stronger predilection for LLS than males do. Liyanage and Bartlett go on to conduct a study with Sri-Lankan learners of ESL in five different learning context: speaking in class, listening in class, listening and speaking outside of class, reading in class and writing in class; to further explore the generalities associated with gender and LLS. The study concluded that preferences for individual strategies did not necessarily correlate with gender, unlike with broadly categorized strategies (cognitive, metacognitive, or affective). However, it did determine that certain strategies were clearly preferred by males while others were clearly preferred by females depending on the learning context in which these strategies were being implemented. This articles begins by drawing on two previous studies that concern both first language (L1) learning (Martino 1995; Masters and Forster 1997; Teese et al. 1995) and second language (L2) learning (Bacon and Finneman 1992; Ehrman and Oxford 1988; Politzer 1983). These studies support an association...
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...Metacognition simply defined is the thinking about one’s thinking (Chick, 2015). Most of us experience metacognition in our day to day lives. Examples of metacognition can be illustrated in a task such as thinking about our responses before speaking in regard to controversial or critical questions to avoid responding inappropriately. Metacognition can also occur when we have thoughts on our emotions. If someone has just broken up or argued with a loved one they may become sad or angry thus causing an increase in thinking of one’s own sadness and anger resulting in continuous sadness. The role metacognition plays on emotional thoughts suggest that a worrying event will result in worrying about worrying and will only make the worrying become...
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...excel on both the routine mathematics skills and the problem-solving skills, teachers must place emphasis on both the mathematical contents and the mathematical processes in the teaching and learning of mathematics. This paper presents the theoretical rationale and the importance of metacognition to the learning of mathematics. A project was conducted on students of around sixteen years of age and the findings indicated that students did employ the four phases of problem solving emphasized by George Polya. However, students fared better when they regulated their thinking process or employed metacognitive skills in the process of solving mathematics problems. This paper also suggests the strength of a mixed methodology in doing research by expanding an understanding from one methodology to another, and converging findings from different data sources. Introduction Twenty-first century mathematics education is about facing novel real-world problems, nurturing creative thinking skills and cultivating productive ways of learning. In attempting to innovate teaching and learning in order to prepare a new generation for the demands of this new era, many educators have discovered the value of metacognition. Mathematics is always one of the difficult subjects for school students. Von Glaserfeld (1995) says: [Educators] have noticed that many students were quite able to learn the necessary formulas and apply them to the limited range of textbook and test situations, but when faced...
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...Section 1 An English Language Learner is someone whose first language is not English and they are learning it. According to The Glossary of Education Reform there definition of an English Language Learners “Are students who are unable to communicate fluently or learn effectively in English, who often come from non-English- speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses.” Section 2 The three strategies that I picked were to emphasize visualization, metacognition, and . Emphasizing visualization is when you create activities for your ELL or class that is mainly based on visual. According to The Sourcebook for Teaching Science, “That math...
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...------------------------------------------------- Metacognition by Nancy Chick, CFT Assistant Director ------------------------------------------------- Thinking about One’s Thinking 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. Initially studied for its development in young children (Baker & Brown, 1984; Flavell, 1985), researchers soon began to look at how experts display metacognitive thinking and how, then, these thought processes can be taught to novices to improve their learning (Hatano & Inagaki, 1986). In How People Learn, the National Academy of Sciences’ synthesis of decades of research on the science of learning, one of the three key findings of this work is the effectiveness of a “‘metacognitive’ approach to instruction” (Bransford, Brown, & Cocking, 2000, p. 18). Metacognitive practices increase students’ abilities to transfer or adapt their learning to new contexts and tasks (Bransford, Brown, & Cocking, p. 12; Palincsar & Brown, 1984; Scardamalia et al., 1984; Schoenfeld, 1983, 1985, 1991). They do this by gaining a level of awareness above the subject matter: they also think about the tasks and contexts of different learning situations and themselves as learners in these different contexts...
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...Top-Down, Bottom-Up and Metacognition – Discovering the Mind Angelica Lipscomb PHYC102-1402B-10 Robin Redfern June 15, 2014 Abstract In scientific psychology the question of how information is processed is achieved by asking to what amount a psychological procedure is motivated by top-down as opposed to bottom-up information. The difference between top-down and bottom-up processing is commonly used in experimental psychology. Top-down processing proposes that we form our observations starting with a bigger objective, thought, or knowledge before working our way in the direction of more thorough information. Bottom-up processing, also identified as "small chunk" processing, proposes that we attend to or identify essentials by beginning with the slighter, finer specifics of that component and then move upward until we have a firm illustration of it in our minds. Top-down processing is also identified as conceptually-driven processing, because your observations are swayed by anticipations, beliefs, and perceptions. Sometimes people are mindful of these encouragements, but in other cases this procedure happens without mindful cognizance. Top-down processing can be useful when we are searching for similarities in our environment, but it can also obstruct our capability to recognize things in diverse ways. Our prejudice toward observing things in a particular way is recognized as a perceptual set. A good example of top-down processing is the sentence that is traveling around...
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