Metacognitive thinking

Medical Education Unit (MEU)

Faculty of Medicine
Universitas Sumatera Utara
 Problem :
provide information to understand and
decide further action

Information obtained by :
Investigating
Observing
Asking Qs
Testing & probing

To determine the inquires, observations, investigations

Reflection, thought and deliberation

 Information :
(Internal problem solver)
knowledge in memory
recalled facts
concepts & prior experience
(relevant to the problem)

recalling

Thought, reflection, deliberation

metacognition
External information may
be needed to enlarge,
correct & sharpen

To decide what needed

Deliberation, reflection
 New information causes
nature & extent of the problem
to change

Have to be
pondered, deliberated & reflected
 Often all information needed for total
understanding is not available, confusing,
conflicting & ambiguous

Decision based on probability & intuition

Thinking, review, reflection, deliberation

Metacognitive thinking
vs
Impulsive thinking
 Metacognitive thinking skills
provides the key to the positive, active role
of the tutor
 To become independent,
to develop ability to solve problems,
to be able to learn on their own

Students must not be directed to

what should be learned, to what depth, and
in what sequence
 Metacognition

Thinking, pondering, deliberating, reflecting,

reviewing, creating hypothesis

Decide what to be observed,

Qs to be asked & probed

Questioning new information,

reflecting & reviewing what has been learned,
What it all may mean,
What needs to be done next
Metacognitive thinking

Key to the positive & active

role of the tutor
Thinking about thinking
Conscious monitoring &
directing
“conversation with a problem”
 Metacognitive thinking

Student become independent

Able to solve problem
Able to learn on their own
(the rest of their lives)
Able to practice dealing w/ problem
Learn to identify what they need to learn

Under the guidance of the teacher as tutor

 Structure of tutorial process

Road map for sequence

of metacognitive

To shape
student’s self directed learner
 Pitfalls in tutorial process:
Systematic vs jumping process
Metacognitive vs impulsive
Role model vs information resource
Student’s discipline
More structured, integrated & better contents
Challenge to a deeper knowledge
Reflection
Thank
you