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Transcript of metacognition
knowledge Metacognition & Development METACOGNITION coined by JOHN FLAVELL METACOGNITION consists of both metacognitive knowledge and metacognitive experiences or regulation Are applied knowledge about cognitive processes.
Knowledge that can be used to control cognitive
processes. Fang & simply put, it is... "thinking about thinking" "learning how to learn" It refers to higher order thinking which involves active awareness
and control over the cognitive processes engaged in learning 1. person
variables 2. task
variables 3. strategy
variables this includes how
one views himself
as a learner and
how human beings
learn and process
of one's own learning
processess this includes knowledge about the nature of the task
knowing what exactly needs to be accomplished
gauging it's difficulty and knowing the kind of effort it will demand from you. involves awareness of the strategy you are using to learn a topic and evaluating whether that strategy is effective
if you think your strategy you are using is not working, then you may think of various strategies to see if it will help you learn better, Meta-attention
awareness of specific strategies so that you can keep your attention focused on the topic or task at hand. metamemory
your awareness of memory strategies that work best for you. Flavell divides metacognitive knowledge into three categories: Terms to remember! These three variables all interact
as you learn and apply metacognition. according to OMROD, Practicing metacognition: Knowing the limits of one's own learning and memory capacities Knowing what learning tasks one can realistically accomplish within a certain amount of time Knowing which learning strategies are effective
and which are not Planning an approach to a learning task that is
likely to be successful Using effective strategies for retrieval of previously stored information Monitoring one's own knowledge and comprehension. Using effective strategies to process and learn new material Knowledge is said to be metacognitive if it is keenly used in purposeful manner to ensure that a goal is met. "I know that I have more difficulty with my science assignments than my language arts and find Sibika easier, so I will do my homework in Science first, then language arts, then Sibika" Person
variable According to Huitt Metacognition includes the ability to ask and answer the following types of questions: - what do i know about this subject, topic, issue?
- do i know what I need to know?
- do i know where I can go to get some information, knowledge?
- how much time will i need to learn this?
- what are some strategies and tactics that I can use to learn this?
- did i understand what i just heard. read or saw?
- how will i know if I am learning at an appropriate rate?
- how can I spot an error if I make one?
- how should I revise my plan if it is not working to my expectations/satisfaction? Cox showed: RESEARCHERS Metacognitive awareness was evident in preschoolers and in students as young as eight years old. Children already have the capacity to be more aware and reflective of their own learning. However, not many have been taught and encouraged to apply metacognition. The challenge then to future teachers like you is to integrate more activities that would build your students' capacity to reflect on their own characteristics as learners, the tasks they are to do and the strategies that they can use to learn. EXAMPLES OF TEACHING STRATEGIES TO DEVELOP METACOGNITION - Have students monitor their own learning and thinking
- Have students learn study strategies
- Have students make predictions about information to be
presented next based on what they have read
- Have students relate ideas to existing knowledge
- Have students develop questions; ask questions of
themselves, about whats going on around them.
- Help students to know when to ask for help.
- Show students how to transfer knowledge, attitudes,
values, skills to other situations or task. Thank you! :)