Through the process of trial and error, students succeed in some methods and fail in others before trying again. Teachers can help students develop metacognition with a number of strategies. To start, teachers can provide students with information about how the brain processes information, how it forms knowledge and memories, as well as the impact stress has on these abilities. A number of assignments can help students practice reflexive thinking, which is an activity that encourages metacognition.
For instance, essay exams encourage higher-level thinking, helping students activate additional knowledge in the learning process. Teachers can also assign students to assess their own beliefs regarding issues like race, bias or other held beliefs. This assessment pushes both personal growth and understanding of how beliefs are formed and how they can evolve. In short, any assignment that encourages students to figure out the answers on their own helps them to work through the learning process and refine their learning skills.
Group work and collaboration further enable students to develop metacognition as these skills help students to work through problems in new ways. Working with others enables students to look at problems from new perspectives and helps them to understand how they might better approach problems in the future. Another strategy that can be used by the facilitators is to give role model. They can show their own metacognitive processes and the practical implication of having those processes e.
After the learners have acknowledged the importance of it, the facilitators can start training them with the cycle: planning, monitoring, and evaluating. One of the examples is the learners can be given a specific task then they are asked to jot down what they are planning, how they feel during the task, and how do they see the end result: what is already good and what can be better [5].
By reflecting their planning, monitoring, and evaluation phases, they will become more aware about how their thinking processes work. After that, the facilitators can discuss together with the learners and figure out what can be improved in either of those three phases. In the end, the learners must be invited to deliberately reflect on their own thinking processes.
They can finally figure out by themselves which branch from their tree of knowledge should be fostered and which, that is obsolete, should be trimmed down. They can finally become lifelong learners who can learn, unlearn, and relearn independently. Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and learning , 11 2 , Improving e-learning by integrating a metacognitive agent.
Metacognition and Learning , 14 3 , Improving design understandings and skills through enhanced metacognition: Reflective design journals. Southern Cross University, Lismore. Strategies for improving learner metacognition in health professional education. American Journal of Pharmaceutical Education , 81 4.
Metacognition, study habits and attitudes. International Electronic Journal of Elementary Education , 2 1 , Sign in. Forgot your password? Password recovery. Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library, while others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language.
For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform. The ability to think about one's thinking is what neuroscientists call metacognition. As students' metacognitive abilities increase, research suggests they also achieve at higher levels. Metacognition plays an important role in all learning and life experiences.
Beyond academic learning, when students gain awareness of their own mental states, they begin to answer important questions:. At a recent international workshop , philosophers and neuroscientists gathered to discuss self-awareness and how it is linked to metacognition. Scientists believe that self-awareness, associated with the paralimbic network of the brain, serves as a "tool for monitoring and controlling our behavior and adjusting our beliefs of the world, not only within ourselves, but, importantly, between individuals.
Linked by research to each of the other Compass abilities, particularly empathy, curiosity, and sociability, self-awareness is one of the 8 Pathways to Every Student's Success. Self-awareness plays a critical role in improved learning because it helps students become more efficient at focusing on what they still need to learn. The ability to think about one's thinking increases with age. When teachers cultivate students' abilities to reflect on, monitor, and evaluate their learning strategies, young people become more self-reliant, flexible, and productive.
Students improve their capacity to weigh choices and evaluate options, particularly when answers are not obvious. When students have difficulty understanding, they rely on reflective strategies to recognize their difficulties and attempt to rectify them.
Improving metacognitive strategies related to students' schoolwork also provides young people with tools to reflect and grow in their emotional and social lives. The beliefs that students adopt about learning and their own brains will affect their performance. Research shows that when students develop a growth mindset vs.
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