Metacognition
Metacognition is a view of learning that many refer to as “thinking about thinking” when in reality it has a much deeper meaning than this simple summary. Metacognition is a process where an individual becomes aware of what they are learning and continually review their progress towards a goal (Livingston, Jennifer A. 1997). An example of this would be, if someone was doing advanced university math [Math 1000] and they are faced with a multiple page question the average student would follow steps they feel appropriate throughout the question whereas the professor would more than likely check their strategy throughout to avoid running into an incorrect solution. Part of metacognition is the ability to monitor if the steps being taken to reach a learning goal are correct or areas of which different strategies will need to be used.
Over the past decade, many educators and psychologist have been perplexed to find many students coming into post-secondary schools have very limited metacognitive skills. …show more content…
In this article, there is a distinct list of questions that should be given to students throughout the semester so they can think of the purpose each part of the course holds for them. (Tanner, Kimberly, 2012) This list, although advanced, inspires many questions us as future educators should pose on our students. If a student feels that the topics they are presented with have a meaning or purpose they are more likely to retain and attempt to create a deeper meaning for said topic. Questions regarding an evaluation of what a child finds interesting, what they could have done better on an exam, where they require more explanation, and what methods are working well are all great examples of what should be asked of students in order for them to realize the importance of what they are
Metacognition is a view of learning that many refer to as “thinking about thinking” when in reality it has a much deeper meaning than this simple summary. Metacognition is a process where an individual becomes aware of what they are learning and continually review their progress towards a goal (Livingston, Jennifer A. 1997). An example of this would be, if someone was doing advanced university math [Math 1000] and they are faced with a multiple page question the average student would follow steps they feel appropriate throughout the question whereas the professor would more than likely check their strategy throughout to avoid running into an incorrect solution. Part of metacognition is the ability to monitor if the steps being taken to reach a learning goal are correct or areas of which different strategies will need to be used.
Over the past decade, many educators and psychologist have been perplexed to find many students coming into post-secondary schools have very limited metacognitive skills. …show more content…
In this article, there is a distinct list of questions that should be given to students throughout the semester so they can think of the purpose each part of the course holds for them. (Tanner, Kimberly, 2012) This list, although advanced, inspires many questions us as future educators should pose on our students. If a student feels that the topics they are presented with have a meaning or purpose they are more likely to retain and attempt to create a deeper meaning for said topic. Questions regarding an evaluation of what a child finds interesting, what they could have done better on an exam, where they require more explanation, and what methods are working well are all great examples of what should be asked of students in order for them to realize the importance of what they are