Table of Contents
What is meant by metacognition?
Metacognition is the study of one’s own thinking and learning processes. Metacognition assists people in becoming self-aware problem solvers and in gaining control over their learning.
When it comes to studying, people can be more strategic by employing metacognition. Asking self-reflective questions is essential to metacognition because it allows us to assess where we are now (thinking about what we already know), how we learn (what is working and what isn’t), and where we want to be (accurately measuring if we’ve learned the topic). You’ll be able to assess what you already know, what you need to improve on, and how to approach learning new information most effectively.
Many teachers focus on instilling in kids the metacognitive habits to actively reflect on their learning process with the goal of developing self-sufficient learners. Evaluating the “plaguing point” in this way—when things get confusing or difficult for students—or performing a quick misconception check might be useful tools for students to identify places where they lack clarity.
Categories of metacognitive methods
There are three categories of metacognitive methods. These include assisting students with planning, monitoring, and evaluating their progress. The ‘Plan-Do-Review’ method is quite similar to this ‘before, during, and after’ technique.
- Prior to a Task – Is this a repeat of a previous assignment? What am I hoping to accomplish? What should I start with?
- During the task – Am I on the right track during the task? How can I make things better? Who can I turn to for assistance?
- After the task – What worked well after a task? I’m not sure what I could have done better. Is this something I could use in other situations?
The five metacognitive questions for students learning new material
What catches my attention? What gets me curious?
When students are presented with new information, they begin by reviewing the content for a few minutes and noting what strikes out to them. It helps kids slow down and truly pay attention to what’s in front of them. They write about what they notice and then turn to chat to a neighbor to add to and attract attention to items they might have missed.” Allowing students to think for themselves and ask questions about the new content allows them to learn more effectively.
Which sections or terms are unfamiliar to me, and which are familiar?
They usually overestimate how certain they comprehend material and how well they are prepared for tests or exams. However, individuals can benefit from active reflection as they encounter new material. They should be looking for gaps in their knowledge, probing their beliefs about a subject, and considering how their thinking aligns with new information.
How does this relate to what I already know?
The start of a unit is an ideal time for students to consider how what they’re learning connects to previous information, enhancing new knowledge while also providing a refresher on older subjects. This is called sense-making, and students should stop and think about how what they’re learning fits into their previous knowledge framework on a regular basis. Students can use concept maps, which are visual diagrams that highlight the linkages between concepts and facts, to organize and structure their knowledge and make deeper, richer connections.
Do you have any follow-up questions for me?
Many students are hesitant to ask inquiries or may not associate their perplexity with a need for further information. For many students, having an instructor urge them to voice their confusions aloud is a novel experience. Analyzing the “characteristics that define point” in this way when things get confusing or difficult for students or performing a quick misconception check might be useful tools for students to identify places where they lack clarity.
What is the significance of this concept?
Students are constantly exposed to new content in the classroom, but figuring out how new learning ties to what has already been covered isn’t always evident to them—or even something they realize is necessary to consider. When new lessons are delivered in class, it can feel like just another disembodied notion or concept to add to the mix, another item to ponder, memorize for a test, or explain in a writing project for many students. However, understanding the greater framework of how ideas and information build on each other, how they constitute an intentional continuum that spans units and grade levels and links to prior knowledge, aids in the development of deeper, more durable learning. It’s also an important aspect of pupils taking responsibility.
When teachers regularly encourage students to consider why a new concept or skill is important to learn, or how it relates to the real world, it helps students make their own connections to the material and “add their own spin” in ways that clarify why they’re working on it. Carrying the opportunity to look for and incorporate intrinsic motivation into the learning process ensures that students are engaged throughout the process. What’s the best part? Students will have more motivation, discipline, and determination to learn if they focus on intrinsic motivators.”
Also read: A Path to Improving Students’ Emotional Intelligence
FAQs:
Q1. What is meant by metacognition?
Answer: Metacognition is the study of one’s own thinking and learning processes. Metacognition assists people in becoming self-aware problem solvers and in gaining control over their learning. When it comes to studying, people can be more strategic by employing metacognition. Asking self-reflective questions is essential to metacognition.
Q2. For learning new material, what are the five metacognitive questions for students?
Answer:
- What catches my attention? What gets me curious?
- Which sections or terms are unfamiliar to me, and which are familiar?
- How does this relate to what I already know?
- Do you have any follow-up questions for me?
- What is the significance of this concept?
Q3. Name and explain any one metacognitive question.
Answer: What catches my attention? What gets me curious?
When students are presented with new information, they begin by reviewing the content for a few minutes and noting what strikes out to them. It helps kids slow down and truly pay attention to what’s in front of them. They write about what they notice and then turn to chat to a neighbor to add to and attract attention to items they might have missed.” Allowing pupils to think for themselves and ask questions about the new content allows them to learn more effectively.
