Unfolding Metacognition: action for Leaders By Mr. Sanjay Nandi (original) (raw)
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METACOGNITION IN THE CONTEXT OF EDUCATION: AN OVERVIEW
ABSTRACT Teachers today are faced with classroom full of students who come to them with varying levels of knowledge about how they learn. Some students are active, self-directed learners who know how to regulate their learning. Others may be average students who work hard, are aware of their learning strengths and weaknesses but who may not adequately regulate their learning. Still others may be passive learners with little awareness of how they learn and how to regulate their learning. In other words, we can say that students possess different levels of metacognition. Metacognition is generally defined as the activity of monitoring and controlling one’s cognitive processes. It emerged as a specific focus of research in the early 1970s, with John Flavell pioneering great amount of work in the area. Although the construct of metacognition has wide appeal and applicability but this paper is confined to metacognition in an academic context. An attempt has been made to give a brief conspectus of the concept, its components and its importance in the field of education. Several strategies to develop metacognition in learners have also been discussed. Keywords: Metacognition, Students, Cognitive Processes, Education, Strategies
Enhancing Students’ Metacognition in the Classroom
2019
Metacognition and its effects on learning have been studied for more than 40 years. However, until now there has not been a requirement for teachers in Latvia to develop students' metacognitive skills. With the new competence-based curriculum from 1 st September 2020, it will become mandatory. Three essential regulation skills that student's need to develop are planning, monitoring and evaluating. To understand better teachers' current practice and readiness to implement new curriculum, a case study was carried out. The aim of the case study was to collect data about elements of metacognition in teachers' current practice. To achieve this aim, 20 consecutive lessons were observed in a large school in Riga. Lessons were taught by 10 different teachers, but to the same students (10 th grade). During the lessons, observations of students and teachers' actions that potentially are connected to the metacognition were recorded and briefly described. Afterwards field notes were classified and analysed according to the categories − planning, monitoring, evaluating. In conclusion, practical ideas to promote students' metacognition are summarised.
Metacognition: A Catalyst in Scholastic Performance
International Journal of Advanced Research in Science, Communication and Technology, 2020
In modern times, children face various difficulties in their lives. Some children whatever problem they may face cope up with the situation while some give up under stress. Those who control their thought process work in an organized manner. Metacognition is the ability of controlling one's thought. Their metacognitive thinking guides them to introspect upon their study strategies and keep themselves focused upon their goal. It encourages them to be deeply aware of their own learning process which is reflected in their scholastic performance. Today it is essential for students to be aware of their strengths and weakness to better their performance. It becomes essential to think about one's own thinking and act accordingly. Students can take charge of their learning by chalking out strategies, managing time and effort towards an excellent scholastic performance. A well-planned input with thoughtful processing will always result in a productive output. The objective of the stu...
Cognition and Metacognition in Education
IntechOpen eBooks, 2024
Metacognitive skills help students develop skills such as problem-solving, critical thinking, leadership, and responsibility. This chapter aims to examine the concepts of cognition, metacognition, metacognitive strategy, and metacognitive skill within a theoretical framework and to reveal the place of these concepts in education. In the research literature review method was used. In the light of the results obtained based on the research findings, it was determined that metacognitive strategies help students improve their cognitive skills during the learning process and are related to academic success. This research reveals the need to emphasize the importance and place of metacognitive skills in education, to teach students strategies, and to guide them when and where to use them. Additionally, students need to gain appropriate experiences and practice to develop their metacognitive skills. Metacognitive development begins at an early age and continues throughout the teaching process; therefore, it is very essential to carry out activities that support metacognition, especially at preschool and primary school levels. The general conclusion is that developing metacognitive skills increases students' cognitive competencies and makes them responsible for their learning, which in turn enables students to become more independent learners and increases their overall academic success.
METACOGNITION IN PRACTICE: TEACHING STUDENTS TO THINK ABOUT THEIR THINKING
Jyotirmay Research Journal of Education, 2024
Metacognition, the ability to think about one's own thinking processes, has been widely recognized as a critical component of effective learning and academic success. This research paper examines the role of metacognition in teaching and learning, with a focus on practical strategies for enhancing students' metacognitive skills. Drawing on a review of the empirical literature, the paper discusses evidence-based instructional approaches that promote metacognitive thinking in primary and secondary student populations. It highlights the key components of metacognition, including planning one's learning activities, monitoring one's understanding and progress, and evaluating the effectiveness of one's learning strategies. The paper explores how teachers can intentionally incorporate metacognitive strategies into their pedagogy to support students' development as independent, self-regulated learners who are actively engaged in understanding and improving their own thinking and learning processes.
The Role of Metacognition in Teaching
2014
The desideratum of postmodern education is the forming of human beings who are capable of judging. In this regard, learning means doubting, criticizing. Metacognitive training facilitates the approach whereby students are taught how to learn, how to process the information, how to think independently and effectively. But, metacognitive knowledge, which is knowledge about one’s own way of thinking, of understanding, and of learning, must be doubled by a metacognitive behavior, which aims at the strategies and the abilities used to plan, to organize, and to adjust one’s own learning activities. This case study aimed, on the one hand, to assess teachers’ awareness about the role of metacognitive strategies in teaching and, on the other hand, to understand how teachers use metacognitive strategies in their work with students in order to achieve performance. The research was conducted in secondary schools from Bihor county, Romania. In the case of teachers, a self-report instrument was u...
… Guadalajara, available at: www. readingmatrix. com …, 2003
defines metacognition as "the ability to think about your thinking-to make your thinking visible". Research shows that students that have this ability to think about their thinking are more effective than students that don't.