How and Understanding of Metacognition Improves the Way a Student Learns

In my self-regulated learning survey results, I learned my strong points in the way I learn and the way I prepare myself to learn. I received a high range in most categories. One high area was metacognition. Metacognition is defined as thinking about your thinking, according to DAACS. It involves being aware of your thoughts and controlling how you approach learning. I am aware of my strengths and weaknesses; therefore, I believe this analysis is true. I know how to fully make myself receptive to what I am learning. I tend to like to plan and prepare myself for what is to come. Another strong area was strategy. Strategies are the procedures people use to enhance their learning, according to DAACS. It connects with planning and knowing your

The metacognitive feedback plays an important role in taking into account one’s own mental competence in order to react (or not) to the affective states of others (Decety & Meyer, 2010).

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

When supporting children that need more challenge, it is important to focus on asking them questions that allow them to think about a topic on a deeper level. When working with T, it was evident he knew what was being asked of him on this worksheet. I know I challenged him because he really had to think about what I was asking him, and give him a nudge in the right direction. According to Reys, Lindquist, Lambdin, and Smith (2015), “People who are good problem solvers are generally good at thinking about their own thinking—that is, they are good at metacognition. As a teacher, I need to remember to find ways to allow my students to think about their thinking in order to challenge them. I need to scaffold my students into asking themselves their own questions after they complete a problem.

Metacognition is basically when you are aware and understand you own thought roccessIn the movie Princes bride, there is one scene where two characters named Westley and Vizzini and the ne character Vizzini shows a really great example of being metacognitive. In this scene, the one character Westley challenges Vizzini to a “Battle of wits”. When Vizzini agrees Westley takes out two wine glasses both full of wine and tell Vizzini that he had just put poison powder into one of the wine glasses and the challenge is for Vizzini to drink from one of the wine glasses that he believes doesn’t have poison in it. The only problem is there is a little bit of poison in both wine glasses and Westley thought ahead because he knew that he was immune to the

Metacognition is the driving force for Children to succeed by encouraging cognition self-reflection also known as effective discipline techniques. The result in cognition self-reflection helps children understand their mistake also learn from their mistake by keeping their emotion in check. Tough empathizes, "You go over the mistake you made –or the mistakes you keep making – and get to the bottom of why you made them."(115). This idea is significant because children can look over what they did wrong continuously furthermore by analyzing the situation of what went wrong until they figuring out what they did wrong, therefore, to avoid that same mistake yet again. Tough illustrate "take responsibility for their mistakes and learn from them without obsessing over them or beating themselves up for them."(115). The point is children overcome from their mistake moreover learn from it without being upset or giving themselves a difficult time for doing the wrong fixation. Children who can look deeply at their own mistake and reflect on that mistake by analyzing what they could have done differently to avoid making the same mistake. Self-reflection is the motivating force of metacognition.

Metacognition is the act of thinking about one’s own thought process. My perspective towards writing has without a doubt evolved over the past years of my life. Writing has never really been bothersome for me throughout my life and I believe that I’m an average writer. The best part about writing is there’s always room and opportunities to improve and grow. By analyzing and reviewing others work through their perspective, it has helped me see writing through a more passionate, and meaningful lens. There’s so much that goes into what makes writing what it is. Writing extends far beyond just an introduction paragraph and body paragraphs. Writing is conceptual and the writer needs to be conscious of the audience in which they’re addressing in order to determine the purpose of the content that will be written.

Metacognition refers to becoming aware of one’s own thinking and one’s own reflecting - an awareness of the process itself, which leads to a “mindfulness” about life. The more effort you put into this the more you are likely to get out of it. This is a chance to take some time for yourself - time to ponder questions of importance about yourself, your world, and your future.

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. This process of thinking allows for one to learn on one’s own as “the most effective self-learners are self- regulating” (Taylor). Furthermore, numerous studies

My report states that while I have many strengths as a learner there are some areas I can improve on. One of the areas I can develop on is meta cognition. I need to to work on planning and to identify

This could be interpreted in an easier way to understand such as not just throwing words on a page. Learning how use metacognition is a major step in learning how to write good essays because it shows you are actually thinking and putting in the effort to show you took time to understand the topic being written about. “Students who succeed academically often rely on being able to think effectively and independently in order to take charge of their learning,” says Marcus Conyers who is a co-developer of graduate degree courses focused on applications of education, mind, and brain science. Many teachers have said that learning cognitive and metacognitive strategies offers them tools to “drive their brains”

The reason this research was created was to understand how teaching strategies really do impact English and reading comprehension. Coming up with a perfect strategy for students to reach comprehension in reading and English is not an easy task, but it can be done. “Whenever teachers are faced with the problem of students who do not have adequate comprehension skills, they need to be able to train those students to use metacognitive strategies; otherwise, these students will continue to read texts emphasizing only words and not meaning” (Ahmadi & Gilakjani, 2012, para. 1). This is where the different types of learning styles take place. Once teachers recognize what learning style each student has, doors will open for the teachers so that they can easily reach out to those who seem to struggle more with others. Metacognitive strategies work just as well. It is most important to see where students are at with their academics. This can define their strengths and

Research over the years has highlighted the fact that highly proficient strategic readers employ strong metacognitive strategies and have a high degree of cognizance of the reading strategies they employ. To give a quick understanding of metacognition, one can think of it as the ability to take a bird’s eye view as to the processes involved in mental activities—frequently referred to by educators as thinking about thinking (Anderson, 2002, p.23). Because metacognition has proven to be vital to reading comprehension, most quality English as a second language (ESL) programs teach and model reading strategies in order to ensure better reading comprehension. Tools to measure metacognitive awareness are the MARSI (Metacognitive-Awareness-of-Reading Strategies Inventory) or the SORS (Survey of Reading Strategies) inventory. The SORS is intended for use with students who are post-secondary, whether native or non-native. This test is divided into three areas: Global reading strategies (GLOB), Problem-solving (PROB), and Support Reading Strategies (SUP) (Sheory & Mokhtari, 2001). Since academic preparedness in college students, especially international students, can be molded by socio-cultural factors, research as to the impact of culture on metacognition, particularly in reading strategy choice, is of interest. The improvement of reading comprehension for international students through the

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

Generally Metacognition is defined as “how individual monitor and control their cognitive process” (Young & Fry, 2008). Metacognition refers to being able to reflect upon, understand, and control one’s learning. Previous accounts of metacognition have differentiated between two major components, including knowledge about cog¬nition and regulation of cognition (Brown, 1987; Flavell, 1987; Jacobs & Paris, 1987). Knowledge about cognition includes three sub processes that simplify the reflective aspect of metacognition: declarative knowledge (i.e., knowledge about self and about strategies), procedural knowledge (i.e., knowledge about how to use strategies), and conditional knowledge (i.e., knowledge