One of
the habits of mind that is identified as essential for success in life is
metacognition. While it is similar to
the strategy of “thinking aloud”, it is much more. Jennifer Livingston provided this overview of
metacognition.
"Metacognition"
is one of the latest buzz words in educational psychology, but what exactly is
metacognition? The length and abstract
nature of the word makes it sound intimidating, yet it’s not as daunting a
concept as it might seem. We engage in metacognitive activities every day.
Metacognition enables us to be successful learners, and has been associated
with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg,
1984, 1986a, 1986b). Metacognition refers to higher order thinking which
involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a
given learning task, monitoring comprehension, and evaluating progress toward
the completion of a task are metacognitive in nature. Because metacognition plays a critical role
in successful learning, it is important to study metacognitive activity and
development to determine how students can be taught to better apply their
cognitive resources through metacognitive control.
"Metacognition"
is often simply defined as "thinking about thinking." In actuality, defining metacognition is not
that simple. Although the term has been
part of the vocabulary of educational psychologists for the last couple of
decades, and the concept for as long as humans have been able to reflect on
their cognitive experiences, there is much debate over exactly what
metacognition is. One reason for this
confusion is the fact that there are several terms currently used to describe
the same basic phenomenon (e.g., self-regulation, executive control), or an
aspect of that phenomenon (e.g., meta-memory), and these terms are often used
interchangeably in the literature. While there are some distinctions between
definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all
emphasize the role of executive processes in the overseeing and regulation of
cognitive processes.
The
term "metacognition" consists of both metacognitive knowledge and
metacognitive experiences or regulation.
Metacognitive knowledge refers to acquired knowledge about cognitive
processes, knowledge that can be used to control cognitive processes. Flavell,
a predominant researcher, further divides metacognitive knowledge into three
categories: knowledge of person variables, task variables and strategy
variables.
To
learn more about metacognition you can read Jennifer’s full article at
Metacognition: An Overview
Other resources are available to address
metacognition in particular disciplines—you need only google the term. We need to learn more about this key skill
and then share it with our young people through intentionally demonstrating the
skill.
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