However, … Supercharge learning power in your lessons with new metacognitive strategies! Metacognition, or thinking about one’s thinking, is key to facilitating lasting learning experiences and developing lifelong learners. Did working with your group help you learn? Productive group engagement in cognitive activity and metacognitive regulation during collaborative learning: Can it explain differences in students’ conceptual understanding? (2014). (2000). More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. McGuire, S. Y., & McGuire, S. (2015). Khosa, D. K., & Volet, S. E. (2014). 471-479. Ten Metacognitive Teaching Strategies 1. Bransford, J., National Research Council (U.S.)., & National Research Council (U.S.). Therefore, to engage in metacognitive regulation, metacognitive knowledge is accessed, applied, and refined.. According to the Inclusive Schools Network (2014), “Metacognitive strategies refers to methods used to help students understand the way they learn; in other words, it means processes designed for students to 'think' about their 'thinking'.” Teachers who use metacognitive strategies can positively impact students who have learning disabilities by helping them to develop an appropriate plan for learning information, which can be memorized and eventually routine. All our resources are suitable for students aged 11-16. are what you design to monitor your progress related to your learning and the tasks at hand. It us usually a cyclical process where … Once you've ordered a Whole School Plan simply download the resources from the integrated file-share system tin the Members Area and put them on on your school's (secure/private) Local Area Network so that teachers can access them easily. Metacognition, simply put, is the process of thinking about thinking . Metacognition, or thinking about how one thinks, is a useful skill for improving comprehension and learning. 10 Video Learning-Sessions. There are two processes going on around learning how to learn. Metacognition is a natural part of the learning process. Donna Wilson and Marcus Conyers use the phrase “drive your brain” as a metaphor to explain to What can you do in class to help yourself learn? When using this approach, they might ask themselves questions like … First, a metacognitive strategy is a memorable "plan of action" that provides students an easy to follow procedure for solving a particular math problem. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner. Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. According to Tamara Rosier, a learning coach who specializes in metacognitive techniques, thinking about our thinking creates a perspective that … Lesson Planning with Metacognition in Mind. Sometimes this is called the reflective process. The following is from the section, "Metacognition—Reflecting on Learning Goals, Strategies, and Results." Metacognition and Learning, 9, 287–307. Using the following questions as a guide and a metacognitive approach to develop your study skills, identify which study skills have been and are successful for you. Metacognitive strategies are techniques to help students develop an awareness of their thinking processes as they learn. 4, pp. We've teamed up with Udemy to provide an online course includes: Upon completing the course you will get a certificate of completion from Udemy: you can also apply for an 'Advanced Metacognitive Strategies' certificate from The Global Metacognition Institute if you choose to complete the additional assessment task. Proudly based in The United Kingdom Since a whole-school license for the resources is included with the plan, all of the teachers in your school can have instant access to over thirty-five whole-school teaching resources and tools: our complete suite of metacognition instructional materials! Provision of new teaching resources and tools, Running an in-house CPD training course for the teachers. The specific metacognitive and active learning strategies highlighted in this module provide options that speak to each of the principles of UDL; however, for this module, the most salient connection is to the Multiple Means of Engagement principle. The purpose of Teaching Metacognitive Strategies is to provide students explicit teacher instruction for a specific metacognitive (learning) strategy. Pre-assessment (Self-Assessment) of Content. **We ask that users do not share the link outside of the school they represent (see Terms & Conditions), Copyright The Global Metacognition Institute (2020) © According to John Flavell (1979), there are two categories of metacognition. When students are metacognitive, they can take a step back and observe their thinking. You could further enhance this process by not only using the eLearning course and the suite of teaching resources, but also using the in-house CPD resources (for metacognition and self-regulated learning) we mentioned earlier in this article. Computing & Communications Center Metacognitive strategies The methods an individual uses to monitor his or her progress related to learning and present activities. This entire process can be easily facilitated and implemented in mere weeks by signing-up with The Global Metacognition Institute with a Whole-School Plan. Metacognitive regulation. Make it stick: The science of successful learning. The vast majority was teacher-directed, which highlights the importance of explicit instruction of metacognitive strategies in the first instance. It helps learners choose the right cognitive tool for the task and plays a critical role in successful learning. Some metacognitive strategies are easy to implement: These strategies offer a great opportunity to teach students about metacognition. When developed, this awareness helps students not only achieve awareness of what they are thinking, but also recognize themselves as problem-solvers, choose appropriate strategies for thinking and problem-solving, match appropriate study strategies for given types of assessments, and more accurately evaluate the depth of their understanding and the effectiveness of their learning. These techniques help students focus with greater intention, reflect on their existing knowledge versus information they still need to learn, recognize errors in their thinking, and develop practices for effective learning. One of the most effective ways to teach metacognitive strategies is the think-aloud strategy. Explain two ideas in the reading that you found confusing. One area probed in the interviews was the extent to which students’ use of the strategies was teacher-directed and how much was independently initiated. Linda Darling-Hammond and her colleagues (2003) identify two types of metacognition: reflection, or “thinking about what we know,” and self-regulation, or “managing how we go about learning." The use of student-friendly definitions is an important aspect of vocabulary development for English learners, and can be applied here.
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