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Thinking about our own thinking.
The ability to think about and have awareness of our own cognitive processes. It is a crucial aspect of effective learning and problem-solving. It involves the monitoring, regulation, and understanding of our thinking and learning. This concept includes a range of mental activities such as planning, monitoring, evaluating, and reflecting on our thoughts and actions.
Key theorists in this area:
Flavell (1979)
Metacognition allows learners to take control of their cognitive processes, set goals, and adjust as needed. Educational strategies that promote metacognition includes: Concept mapping, Socratic questioning, peer discussions, reflective journals, and reasoning, e.g. asking learners to explain answers to questions.
Teaching strategies that are linked to metacognition
Think ahead: Learners read the syllabus and answer questions about the topic learning outcomes, study expectations, etc.
What you know: Encourage learners to examine their current thinking. Ask learners to answer questions, such as, what do I already know about this skill/topic that would help guide learning?
Muddy points: What was most confusing about the material?
How? and Why? questions: Learners explain their thinking processes and areas of difficulty.
Reflection: Give learners space to think about their learning, e.g. What should I continue to do for the next term? What did not work well that I should change? How will I make sure the change happens?
Look back: Ask learners to look back and draw or write about all the things where their thinking has changed (or not changed over time.
Read more here:
Cohen, R. K. (2021). The metacognitive student: how to teach academic, social, and emotional intelligence in every content area. Solution Tree Press.
De Boer, H., Donker, A. S., Kostons, D. D., & Van der Werf, G. P. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115.
Muijs, D., & Bokhove, C. (2020). Metacognition and Self-Regulation: Evidence Review. Education Endowment Foundation.
Wall, K., & Hall, E. (2016). Teachers as metacognitive role models. European Journal of Teacher Education, 39(4), 403–418. https://doi.org/10.1080/02619768.2016.1212834
What factors influence the growth of metacognitive abilities, and how can teachers support this development?
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