IMPORTANCE OF METACOGNITION

Research shows metacognition (sometimes referred to as self-regulation) increases student motivation because students feel more in control of their own learning. Students who learn metacognitive strategies are more aware of their own thinking and more likely to be active learners who learn more deeply. In addition to these benefits, Marsha Lovett identified the following advantages of metacognition:

  • Changes the fixed versus growth mindset about students’ ability to learn.
  • Increased student ownership of learning and students taking control over their own learning.
  • More positive attitudes in relation to school and learning.
  • Improved performance not only academic but also in relation to behavioral performance.

Watch the John Spencer metacognition video. According to Spencer, why is metacognition important for learning?

Making the Connection

Metacognition is connected to other effective teaching/learning practices.

Assessment Capable Learners

Metacognition is considered to be a key component of assessment for learning and assessment capable learners.

“The ‘learning’ aim of any set of lessons is to get students to learn the skills of teaching themselves the content and understanding – that is, to self-regulate their learning. This requires helping students to develop multiple strategies of learning, and to realize why they need to invest in deliberate practice and concentration on the learning.”

Hattie

Feedback

When feedback is focused on helping students self-regulate, it is helping the students become assessment capable learners.

“Feedback to the student can be focused at the self-regulation level. […] Such feedback can have major influences on self-efficacy, self-regulatory proficiencies, and self-beliefs about the student as learners.”

Hattie

OVERVIEW OF METACOGNITION

The quotes below give different perspectives on the meaning of metacognition from five different people (Hattie, McElwee, Nokes and Dole, and Costa). Before reviewing them, write down 3-5 words or phrases that come to mind when you think of the term metacognition. As you read, think about what changes you would make to your list based on the perspectives identified. Keep in mind that Hattie sometimes refers to metacognition as self-regulation.

“We need to develop an awareness of what we are doing, where we are going, and how are we going there; we need to know what to do when we do not know what to do. Such self-regulation, or meta-cognitive skills are one of the ultimate goals of all learning” (Hattie, 2012).
“Metacognition is thinking about thinking and knowledge and understanding of what we know and how we think, including the ability to regulate our thinking as we work on a task” (McElwee, 2009).
“When students are metacognitive, they understand: themselves as learners. a given task. a variety of strategies and how to use them in a variety of situations” (Nokes & Dole, 2004).
“Metacognition according to Arthur Costa. Becoming aware of one’s own actions and their effects, Posing internal questions to find information and meaning, Developing mental maps, pictures, or plans, Monitoring plans throughout a process and revising plans when they are not working, Self-evaluating a completed plan” (Costa, 2008).

Metacognition (also called reflection) can occur before, during, and after instruction.

Before Instruction

The learner determines what needs to be done, what options and choices are available, and how to go about learning and doing the task on hand. The learner makes a plan for reaching the learning target.

During Instruction

The learner self-monitors (or self-regulating) thoughts and actions to keep focused on the goals and the best pathway to achieve them. The learner also self-evaluates progress and takes steps to change direction if needed.

After Instruction

The learner determines what worked well, what didn’t work well and how things might be done differently to improve the process.