According to Anderson (2002), metacognition combines a variety of thinking and reflective processes. The metacognition strategies can be classified into five primary components: (1) preparing and planning for learning, (2) selecting and using learning strategies, (3) monitoring strategy use, (4) orchestrating various strategies, and (5) evaluating strategy use and learning (Anderson, 2002). According to O’Malley and Chamot (1990), metacognitive strategies mean
‘involve both knowledge about learning (metacognitive knowledge) and control of regulation over learning (metacognitive strategies). Metacognitive knowledge refers to knowledge of one’s own cognitive processes and those of others . . . Regulation of learning, as distinguished from
…show more content…
There were 3 strategy subscales or factors: Global Reading Strategies, Problem-Solving Strategies, and Support Reading Strategies.
According to Mokhtari and Reichard (2002), global reading strategies are intentional, carefully planned techniques by which readers monitor or manage their reading. There are a total of 13 items (strategies) in this category. Having a purpose in mind, previewing the the text length and organization and also using tables and figures are examples of the strategies These strategies can be taken as a ‘generalized, intentional reading strategies’ which aims for setting up the stage for reading to happen. This means that the strategies helps readers to set purpose of reading the text and also making predictions of the text before they actually read the whole
…show more content…
The study adapted Mokhtari and Reichard’s (2002) Metacognitive Awareness of Reading Strategies Inventory (MARSI). From the results, it was revealed that advanced students used more complex cognitive and metacognitive strategies more than lower level students. A relationship between metacognitive awareness and academic performance was also found. A study by Yau (2009) indicated that the cognitive and metacognitive strategies were employed more frequently for L1 reading and support strategies were more often used for L2 reading. This shows that readers have not yet fully implement the metacognitive strategies in reading second language
Metacognition can be complex; however, it is essential to teach at an elementary level because it’s an intellectual habit that can be obtain by the teacher’s method of teaching and the student’s consciousness of learning. Thinking about thinking is necessary in elementary level because of the awareness of the student’s thinking process. The teacher must be conscious of the different aspects of learning of each student and be able to work with them with different strategies that are the best to make their learning process more effective and interesting.
Define what metacognitive or reflective writing is. What are some of the prompts or “topics” for reflective writing?
Analyze the various processes within each of these three learning theories from a self-regulation perspective and recommend a strategy to use each theory in a professional situation in your specialization of psychology to enhance self-regulated learning.
metacognitive and self-regulated strategies for effective learning. Pintrich and DeGroot (1990) point out there are three important
In 1999, David Dunning and Justin Kruger performed studies to test the competence of individuals and the effect of competence or incompetence on self-assessments. Dunning and Kruger stated, “…the skills that engender competence in a particular domain are often the very same skills necessary to evaluate competence in that domain-one’s own or anyone else’s” (Kruger & Dunning, 1999, p.1121). Therefore, incompetent people lack metacognition skills which are crucial to identifying how well one is performing.
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Some students find it challenging to figure an effective way to learn about something and unfamiliar. It has been states that students try to find the easy way to learn, but in fact, there is no such thing (Chew, 2011). Developing “effective learning habits” can cause a major impact on how much information you retain while studying (Chew, 2011). Every student has a distinctive way of learning, but “metacognition is a concept that could drastically impact everyone’s learning” (Chew, 2011). According to Dr. Stephen Chew, a cognitive psychologist, metacognition is, “a student’s awareness of their level of understanding of a topic” ( 2011). Dr. Chew descibes “accurate metacognition" as being, the key transformation between a successful student
The researcher will adopt the survey on Jr. Metacognitive Awareness Inventory which originally proposed by Sperling, Howard, Miller, and Murphy. It consists of 18 statements to which participants respond by marking a Likert scale with numbers from 1 (“never”) to 5 (“always”). Average completion time is approximately twenty minutes. The Jr. MAI statements represent two component categories of metacognition, metacognitive knowledge and metacognitive regulation. Within the knowledge component are statements of declarative knowledge (knowledge about self and strategies), procedural knowledge (knowledge about strategy use), and conditional knowledge (when and why to use strategies). The regulation component covered planning (goal setting), information
Previously research on learning and research on motivation were completely separate. Until cognitive psychologists realized that the structure in exercising ones knowledge and skills require development along with the skills themselves. “Anthropologists while studying the development of identity helped us see that motivation and meta-cognition were so entwined that they could not be
In this paper, I will analyze reading strategies for the content area of language arts in a fifth grade class. Reading comprehension is one of the most critical skills a student can master. Without a firm grasp on the comprehension process, learners will struggle in every subject they encounter, whether it’s science, math, or social studies as well as everyday living skills. The content areas typically included disciplines like science, social studies/history and math, but any area outside of English literature instruction constitutes a content area. The reading associated with content area courses reflects not only the concepts and ideas important to these subjects, but also the text structures used by those practicing the field.
Through the certification process, candidates must compile a portfolio with various pieces of evidence related to general teaching practices and their specific content area. There are videos of whole group and small group lessons, analysis of student work samples and inclusion of artifacts of leadership, professional learning, community involvement and communication that must demonstrate consistent and continuous growth. Throughout the process, you are required to think about what you teach, how you teach and why you teach it a certain way. This constant reflection was revolutionary in my teaching methodology. I knew what metacognition meant but the act of writing it out and defending my thought processes clarified my reasoning and helped me to see patterns that needed to change. As teachers, we constantly reflect on our teaching but until it is articulated, those ideas tend to be nebulous and easily dissolve in the daily duties of our regular lives. I never would have realized the power that the word “because” has until it links a lesson to a child, standard, or
Ultimately, students become strategic learners when they realize that their successes or failures are a product of the strategies they used. Flexibility in strategy choice is important for students to become successful learners (Cukras, 2006). Study skill courses can be highly beneficial to students, especially those who have not yet found strategies that arrange for the most
The foundation of a classroom setting is based on theories that enhance student learning, have a positive impact on the classroom environment and may “provide valuable guidance for teachers” (Cooper, 2006, cited in Eggen and Kauchak, 2010). Even though teaching is about what a student is taught, there are certain practises that are used to get the most out of students without the student realising. Experts in the field have developed different theories that aim to provide an answer as to how and why children learn. These theories aim to help teachers understand why children think the way they do and why different children respond better to different teaching techniques. There are many differing theories but this paper will focus on three – motivational, social-cognitive and metacognition. This paper will provide information on each theory, backed up by the theorist and will explain how each has an impact in the classroom.
Fauzan, N. (2004). Metacognitive learning strategies. In evidence from metacognition, motivation and learning (1 ed.). Universiti Malaysia Sarawak, Malaysia: PROFES.
comprehension instruction: A comparison of instruction for strategies and content approaches ―[Electronic version]. Reading Research Quarterly, 44(3), 218–253.