*METACOGNITION and the TEACHINGLEARNING PROCESS*

The GOAL of EDUCATION: Development of RATIONAL THINKERS

A passionate drive for clarity, accuracy, and fairmindedness, a fervor for getting to the bottom of things, to the deepest root issues,for listening sympathetically to opposite points of view, a compelling drive to seek out evidence, and intense aversion to contradiction, sloppy thinking, inconsistent application of standards, a devotion to truth as against self-interest these are essential components of the rational person. (Paul, 1986, p.1)

The GOAL of EDUCATION: Development of MATURE THINKERS WHO ARE ABLE TO:
-ACQUIRE AND USE KNOWLEDGE -SEARCH FOR MEANING -INTEGRATE NEW INFORMATION WITH WHAT THEY ALREADY KNOW -MAKE INFERENCES BEYOND THE INFORMATION GIVEN -THINK STRATEGICALLY ABOUT THEIR OWN LEARNING -ANALYZE PROBLEMS AND MAKE THOUGHTFUL DECISIONS

Dimensions of THINKING
(Marzano et al., 1988)

-Metacognition -Critical & creative thinking -Thinking processes -Core thinking skills -The relationship of content-area knowledge to thinking

3 Categories of Cognitive or Thinking Skills

(Presseisen, 1986)

-Essential cognitive processes

(observation

, comparison, inference, generalization, hypothesizing, & reasoning both inductively and deductively)

-Higher-order cognitive processes

(problem solving, decision making, and critical and

creative thinking)

-Metacognitive processes

Elements of CRITICAL THINKING

on evidence) (Eggen & Kauchak, 2004)

(ability & inclination to make & assess conclusions based

COMPONENT SKILLS (observing, finding patterns & generalizing, forming conclusions based on patterns, assessing conclusions based on observation) DOMAIN-SPECIFIC KNOWLEDGE (background knowledge in a given field) METACOGNITION the essence of critical thinking (provides direction for our cognitive efforts learners know when to use the component skills, how they relate to domain-specific knowledge, & why theyre used) MOTIVATION (determines the attitudes & dispositions students bring to their learning experiences)

THINKING as the FOUNDATION of SCHOOLING! METACOGNITION is a dimension of THINKING.

What is METACOGNITION?

METACOGNITION is

Awareness of and control over ones own cognitive processes (Eggen & Kauchak, 2004) Thinking about thinking, knowing what we know and what we dont know Knowledge about thinking and the capability to monitor ones cognitive processing, such as thinking, learning, and remembering

Students who are METACOGNITIVE (aware of the way they study & learn) learn more than those who arent. They are STRATEGIC LEARNERS.

The STRATEGIC LEARNER

Do you think about the way you study for the courses youre taking?
Do you adapt to different conditions, such as skimming if you want only an overview of the content or summarizing if you want a deeper understanding?

Do you ask yourself if your efforts are as effective as possible?

Do you attribute your success to your own ability and effort or to other people or luck?

METACOGNITVE KNOWLEDGE and SKILLS

Being aware of ones own learning and memory

capabilities and of what learning tasks can realistically be accomplished Using effective learning strategies

Monitoring ones present knowledge state Knowing effective strategies for retrieval of previously stored information

Knowing which learning strategies are effective and which are not Planning an approach to a learning task that is likely to be successful

Metacognition involves

Knowledge and Control of Self (Self-Regulation) (Marzano et al., 1988)

*COMMITMENT *ATTITUDES -Effort pays off.

*ATTENTION

- I can perform the task.

METACOGNITION involves KNOWLEDGE & CONTROL of PROCESS (Marzano et al., 1988)

1.Type of KNOWLEDGE important in Three types of Knowledge: DECLARATIVE

METACOGNITION

PROCEDURAL
CONDITIONAL (or Contextual)

2. EXECUTIVE CONTROL of BEHAVIOR (evaluation, planning, & regulation)

STRATEGIES FOR DEVELOPING METACOGNITIVE BEHAVIORS

Identifying what you know and what you dont know Talking about thinking Keeping a thinking journal Planning & self-regulation Debriefing the thinking process Self-Evaluation

CRITICAL ASPECTS of EFFECTIVE TEACHING to develop METACOGNITION *INSTRUCTIONAL QUALITY/ Variety of Learning Contexts & Experiences *Clearly defined QUESTIONING
STRATEGIES *ACTIVE ENGAGED TIME (STUDENT INVOLVEMENT) *Educator provides DIRECTION *Emphasis on OPEN-MINDEDNESS

*Emphasis on METACOGNITION encouraging students to monitor, reflect upon, and improve their learning strategies and problem solving *Empowering students to assume personal responsibility for learning *Linking learners prior knowledge with new information and experience (Constructivist Theory) *Using alternative/ authentic assessments

What does an emphasis on METACOGNITION mean for the Classroom Teacher and for Students?
Emphasis

on students self-control and responsibility for that control in the classroom can be overt and direct. The notion of the teacher as a disciplinarian is, therefore, greatly diminished. Students can learn that self-monitoring is a valued, highlevel skill. They can systematically develop commitment, a positive and personal attitude toward learning, and attention through introspection and practice. The achievement of academic goals is directly dependent on self-control.

 IMPLICATIONS

This emphasis on METACOGNITION echoes the message of the work world to education: that one of the important skills for students entering the work force is knowledge and control of themselves so that they can work autonomously and effectively with others in sometimes difficult situations. (Marzano et al., 1988)

THANK YOU !