Professional Documents
Culture Documents
s hartati s
What is METACOGNITION?
HOTS
Bloom Taxonmy
IPT
Components in metacogniton
Metacognition and Intelligence
Metacognition and Self-regulation
Strategies
s hartati s
Meta-analysis
Metaphysics
METAKOGNISI
s hartati s
Metacognition ???
"Metacognition" is one of the latest buzz words in
educational psychology, but what exactly is
metacognition?
Metacognition enables us to be successful learners,
and has been associated with intelligence (e.g.,
Borkowski, Carr, & Pressley, 1987; Sternberg, 1984,
1986a, 1986b).
*
s hartati s
What is metacognition?
thinking about thinking
Knowledge and understanding of what we
know and how we think, including the ability
to regulate our thinking as we work on a task
s hartati s
s hartati s
s hartati s
Metacognition is:
"thinking about thinking.
*
s hartati s
Logical thinking
Reflective thinking,
Critical thinking,
Creative thinking
Metacognitive
s hartati s
HOTS
s hartati s
10
Blooms Taxonomy
s hartati s
11
Blooms Taxonomy
Create
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluate
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analyse
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Apply
Using information in another familiar situation
Implementing, carrying out, using, executing
Understand
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remember
Recalling information
Recognising, listing, describing, retrieving, naming, finding
s hartati s
12
METACOGNITION
any knowledge or cognitive activity
that takes as its cognitive object, or that
regulates, any aspect of any cognitive
activity (Flavell, 1993)
cognition
METACOGNITION
peoples knowledge of their own information-processing
skills, as well as knowledge about the nature of cognitive
tasks, and about strategies for coping with such tasks.
13
s hartati s
14
s hartati s
15
s hartati s
16
Metacognition
:
awareness and control over
your own thinking behavior
SELF-REFLECTION
*
s hartati s
17
GOAL /OBJECTIVES
*
s hartati s
18
Awareness of knowing
Key Metacognition:
s hartati s
19
I think Im
thinking about
what you mean.
s hartati s
20
s hartati s
21
s hartati s
22
Components in Metacognition
John Flavell, (1979): Metacognition
consists of both
metacognitive knowledge and
metacognitive experiences or regulation.
s hartati s
23
s hartati s
24
s hartati s
25
s hartati s
26
s hartati s
27
s hartati s
28
s hartati s
29
s hartati s
30
s hartati s
31
s hartati s
32
s hartati s
33
Sternberg believes that the proper use of metacomponents is responsible for the adequacy with
which people tackle complex cognitive tasks,
including intelligence tests.
He also formulates the hypothesis that the general
mental ability (g factor) may be explicable in terms of
the general nature of metacomponents, which take
part in every mental activity.
s hartati s
34
35
s hartati s
36
s hartati s
37
s hartati s
38
s hartati s
39
s hartati s
40
s hartati s
41
Cognitive-developmental changes in
the child that allow for metacognitive
acquisitions are:
developing sense of the self as an active
agent and as the causal center of ones own
cognitive activity (internal locus of control).
direct practice in
metacognitive activity
*
s hartati s
childs
experiences
42
Levels of awareness
Tacit use : children make decisions without really
thinking about them
s hartati s
43
Higher-order cognition
vs.metacognition
s hartati s
44
SELF-REGULATION
*
s hartati s
46
metacognition,
learning strategies, and
personality variables.
Self-regulated learners:
approach educational tasks with confidence,
diligence, and resourcefulness;
are aware when they know a fact or possess a
skill and when they do not;
proactively seek out information when needed
and take the necessary steps to master it;
find a way to succeed even when they encounter
obstructions;
view learning as a systematic and controllable
process; accept responsibility for their
achievement outcomes;
and monitor the effectiveness of their learning
methods or strategies.
s hartati s
50
RESEARCH
The use of metacognition appears to be related
to academic achievement and enhanced
learning outcomes (Jacobs & Paris, 1987;
Vermunt, 1987; Wittrock, 1983)
From a developmental perspective, Biggs (1987)
and Bondy (1984) suggested that age varies
directly with capacity to understand and
apply metacognitive knowledge and strategies.
Metacognition does not appear, however, to be
related to gender (Biggs, 1987; Otero, Hopkins
8c Campanario, 1992).
METACOG STRATEGIES
s hartati s
57
Strategy
How to Use
Skim/Survey
Slow down
When information
seems important. If
you realise you
dont understand
what you have just
read.
Activate prior
knowledge
Fit ideas
together
When thinking
about complex
information, when
deep understanding
is needed.
Draw Diagrams
hartati s
58
Here are a few other commonly used heuristics, from Polya's 1945 book,
How to Solve It:[2]
s hartati s
59
Planning
What is the nature of the task?
What is my goal?
What kind of information and strategies do I need?
How much time and resources do I need?
Monitoring
Do I have a clear understanding of what I am doing?
Does the task make sense to me?
Am I reaching my goals?
Do I need to make changes?
Evaluating
Have I reached my goal?
What worked?
What didnt work?
Would I do things differently the next time?
s hartati s
60
s hartati s
61
KWL Grids
Metacognition
s hartati s
62
s hartati s
63
s hartati s
64
thank you
s hartati s
65
Commitment
Metacognition is at work in
students who choose to commit
themselves to tasks. In the
words of Paris and Cross (1983)
they align "skill with will"
(Marzano et al., 1988, p. 10).
s hartati s
66
Attitudes
Attitudes play an important
role in metacognitive selfcontrol. Successful students
attribute their success to their
own efforts.
s hartati s
67
Attention
Conscious control of attention helps
students understand that the level of
attention required for a task varies with
the task and that they can adjust the
focus of their attention accordingly.
This sense of personal control is
related to the efficient performance of
tasks.
*
s hartati s
68
Autonomous regulation: an
inherent part of any knowing act,
unconscious adjustments and fine
tuning of motor actions.
Selfregulatory
(Piaget)
Conscious regulation: involves the
mental formulation of hypotheses
capable of being tested via imaginary
confirmatory evidence or
counterexamples. (Stage of formal
operation)
*
No conscious
surveillance
s hartati s
The child
becomes
capable of
reflecting on his
own actions in
the presence of
the actual event
69
s hartati s
Developmental
progression
from otherregulation to
self-regulation
70
executive
control
s hartati s
71
s hartati s
72