Metacognitive Awareness Of School Counseling

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.

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.

My philosophy of school counseling includes building relationships with students all of backgrounds, having enthusiasm to help students, advocating for students' success, and collaborating with parents and other school professionals.

In this video Professor, Stephen Chew explains metacognition, and how it affects and can help us as college level students. He explains it very simply with ten simple tips how we can use metacognition to our advantage to help us study and not only memorize the material, but truly learn and understand it. If you look at the ten study strategies you will see they are very basic and would seem obvious as a study skill, but it is much more difficult to implement it. For example, principle number five states that effective preparation requires your total focus. I cannot even do this now because I am watching the Packers game. They may all seem very simple but are truly difficult to use all of these to help you become a better

School counselors are concerned with providing a comprehensive school counseling program that addresses what students know in regards to academic, career and social/personal development. They aim at providing supportive services that address individuals and group needs, issues and concerns that prevent students from reaching academic success. Professional school concerns are not only concerned with students who are motivated to learn, they also aim at encouraging students who at risk of failing or dropping out to continue striving for success and setting goals that encourage productive citizens in their community. In order to attain a comprehensive school counseling program, one must first recognize their own assumptions, perceptions and

The theory that I choose is cognitive, another metacognitive strategy that teachers can use to help students learn new information or skills is the reminder device. To influence students to make connections to a realistic situation and identify patterns is a great way to practice their critical thinking skills. Ask students to always be on the look for these connections, and when they find one to make sure they tell me. Compare and contrast number patterns, letters or have student to read two different stories and tell the similarities are difference will help student to use their thinking skills more. Also, students

Price-Mitchell, M. (2015, April 07). Metacognition: Nurturing Self-Awareness in the Classroom. Retrieved September 03, 2017, from https://www.edutopia.org/blog/8-pathways-metacognition-in-classroom-marilyn-price-mitchell

In “A Topical Approach to Lifespan Development”, written by John W. Santrock, metacognition is defined as “thinking about thinking or knowing about knowing” (p. 222). Metacognition is very important aspect of learning and development.

Metacognition is the awareness of ones thinking and the strategies that are being used. It enables children to be more mindful of what they are doing or learning and why and how the skills they are learning might be used differently in different situations. According to the text metacognitive development includes three kinds of knowledge: declarative; which is knowledge about facts, rules, or oneself as a learner; procedural is knowledge about how to apply rules and strategies effectively; and conditional which is

Metacognitive strategies have been shown to contribute to the success of students in universities by helping them develop planning and self-monitoring skills. It was also proven that students who use metacognition generally earn better grades, are more motivated and less likely to drop out because they can handle the typical challenges of attending university such as: analyzing the course material and evaluating what information is important to study and knowing which kind of learner they are and consequently adjusting their learning strategies, better than most undergraduate students (McCabe, 2010. & Thompson and Geren, 2002). Although metacognition is a self-initiated learning process that requires the students to be actively and consciously trying to perform better in school in order to be effective, it is important to mention that over 60% of young Canadians have attended a post-secondary institution by the age of 19 (Zeman, 2003), which means that three students out of five could benefit or show interest from learning metacognitive strategies in high school. Moreover, even if metacognition is specially a beneficial tool for students, it is also an advantageous skill to possess as a

Metacognition allows a child to evaluate how they may accomplish a task and then improve or make adjustments to it if needed. Like most skills, metacognition improves with age and experience. Metacognition is a cognitive skill and helps children during middle childhood by helping them use their brains when completing a task or goal. If that task or goal is not successfully done then the child can use more cognitive brain power to figure out how they can improve it. Their ability to do this will help them in many situations from academic to social and

it is important that I pay attention since I want to learn and make decision whether I want to continue the current behavior or try to engage in the new activities. Also, make improvement if we have the believe that the knowledge or skills are important to learn and it could help us with what we want then we become more motivated to learn and achieve our goals. Bloom’s Taxonomy levels, I want to make improvement in each levels. Metacognitive is very helpful because it sets goals, help you keep tracks on how well they achieved, when they will achieve and giving them the knowledge of their own weakness and strengths and how they can overcome. Also, having the right information that I may need it and get a lot of knowledge before I use for the

This week I had the opportunity to fulfill my practicum hours at two different locations. The locations that I observed were Columbia Elementary School’s summer care program and a Mad City Money Event located at Members 1st Credit Union. Both experiences opened my eyes to see a wide range of situations and behaviors among kindergarten through high school. Each observation provided two very different outlooks and each contributed to my knowledge in some way.

Meta-cognition can therefore be defined as the knowledge and control people have over their thinking and learning activities. It involves “thinking about thinking” that is to say, the knowledge and control people have their own thinking and learning activities.

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