Chapter 13: Chapter 12: IntelligenceChapter 11: Cognitive Load TheoryPart IV: Cognitive Psychology
  • Metacognition

    • Metacognition

    Cognition
    Metacognition occurs when a person is aware of and controls a thought process and deliberately. For metacognition to happen self-awareness and inhibitory control must first be present. These skills are crucial to any learner who wants lifelong success. Children observed to have strong metacognitive skills grew to have more success in their careers, education, and health then peers who demonstrated lass self-awareness or inhibitory control. There are many ways to implement metacognitive strategies into a learning environment. These strategies could include pre-assessments, self-evaluations, and introspective questions.

    Moderate Concept Summary: Metacognition

    ED 304: Ed Psych and Human Development

    Author: Camille Jamison and Gavin Henriod

    Validated by: (Name, Date)

    Disclosure: Chat GPT was used in the creation of this recourse

    Summary

    Metacognition is awareness of and active control over a thought process. Metacognition can occur in several instances including, but not limited to, decision-making, learning, and problem-solving. Any strategy used to implement Metacognition in an educational setting to enhance deep learning is called cognitive strategy instruction. Before metacognition can take place, however, self-awareness and inhibitory control must be present.

    Self-awareness, as the name suggests, is the knowledge of one’s thoughts, behaviors, or feelings. Inhibitory control is the ability to control those thoughts, behaviors, or feelings. While many of our behavioral and thought patterns are habitual, change is possible.

    Skills such as inhibitory control and metacognition are good indicators of student success, and therefore highly valuable in classrooms. Students who possess metacognitive skills also display improved decision-making, critical thinking, and academic success, among other skills. Additionally, children capable of inhibitory control early in life proved to be happier, better citizens, have better careers and have better health than their peers as adults. One effective way to foster metacognitive skills in students is through self-assessment of knowledge and performance. Self-assessment allows learners to reflect on their effort, preparation, and study habits.



    Teacher Connections:

    Cognitive strategy instruction can enhance student success in many ways:

    • Encourage deep learning.
    • Increase in ability to use metacognition in the future.
    • Help develop self-awareness and intrinsic motivation.
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    1. Quiz Questions:
      1. Match the following concepts to their definitions:
      1. iii___ Metacognition
      2. i___ Self Awareness
      3. ii___ Inhibitory control
      4. iv___ Cognitive Strategy Instruction

      1. Awareness of one’s thoughts, feelings, and behaviors(b)
      2. The ability to control one’s thoughts, feelings, or behaviors(c)
      3. Awareness of and active control of a thought process(a)
      4. A strategy used to incorporate metacognition in a learning environment(d)

      1. Which of the following methods implement metacognition in the classroom?

      Select all that apply:

      1. Handing out scores after a test
      2. Have students self-assess what they would change in their preparation if they could do a test over
      3. Ask students what they remember about a previous unit.
      4. Reading course content from a well-prepared slide and giving students printed notes with the same information.
      5. Give a pre-assessment of what will be taught next unit.

      3. True or False: Children who are capable of controlling their thoughts, feelings, and

      behaviors grow up to be less happy, less healthy, worse off financially and are worse citizens.

      than their peers

      1. True
      2. False

    Sources:

    www.ncbi.nlm.nih.gov/pmc/articles/PMC4084861/

    ctl.columbia.edu/resources-and-technology/resources/metacognition/

    www.lifescied.org/doi/pdf/10.1187/cbe.12-03-0033

    www.researchgate.net/publication/234755498_Metacognition_An_Overview

    This content is provided to you freely by BYU-I Books.

    Access it online or download it at https://books.byui.edu/development_motivati/EQZoGvhN.