Metacognitive Approach 195f72

METACOGNITIVE Approach

META - comes from the root word

"meta", meaning beyond.

COGNITION - the process of acquiring knowledge and understanding through thought, experience, and the senses.

Metacognition “

thinking about thinking”  awareness of one’s own knowledge  what one does and doesn’t know  one’s ability to understand, control, and manipulate one’s cognitive processes

STUDENTS

the more they can CONTROL such matters as goals, dispositions, and attention.

AWARE of their thinking processes

Selfawareness

Self regulation

REFLECT

CONTROL

PLAN

MONITOR

2 Processes of METACOGNITION 1. Knowledge of cognition 2. Regulation of cognition

KNOWLEDGE of COGNITION 3 components: 1. 2. 3.

knowledge of the factors that influence one’s own performance knowing different types of strategies to use for learning Knowing what strategy to use for a specific learning situation

REGULATION of COGNITION setting goals and planning 2. monitoring and controlling learning 3. evaluating one’s own regulation 1.

METACOGNITION

Skills

1.

knowing the limits of your own memory

2.

self-monitoring your learning strategy

3.

noticing whether you comprehend something

4.

choosing to skim subheadings

5.

repeatedly rehearsing a skill

6.

periodically doing self-tests

METACOGNITIVE STRATEGIES 1.

ask questions

2.

foster self-reflection

3.

encourage self-questioning

4.

teach strategies directly

5.

promote autonomous learning

6.

provide access to mentors

7.

solve problems with a team

8.

think aloud

9.

self- explanation

10.

provide opportunities for making errors

Why teach Metacognitive Skills? 

Metacognitive skills can be taught to students to improve their learning.



Learners “construct knowledge”.



They gain confidence and become more independent as learners.



Students perform better on exams and complete work more efficiently.

CONSTRUCTIVIST Approach

CONSTRUCTIVIST approach - learning occurs as learners are actively involved in a process of meaning and knowledge - learners are the makers of meaning and knowledge

Constructivist Learning Theory John Dewey ( exploration of thinking and reflection)

Childhood Development

&

PROGRESSIVE EDUCATION

Jean Piaget (

knowledge by experiences)

Education

“ ALL knowledge is constructed from a base of prior knowledge…”

Characteristics of Constructivist Teaching Primary goal-

students learn how to learn

- take initiative for their own learning experiences

1.

learners are actively involved

2.

environment is democratic

3.

activities are interactive & student-centered

4.

teacher facilitates the learning process; student are encouraged to be responsible & autonomous

CONSTRUCTIVIST Activities      

Experimentation Research projects Field trips Films Class discussions Online learning

Teacher as a Facilitator

1.

Modeling

commonly used instructional strategy Types: 

Behavioural – how to perform activties b. Cognitive – reasoning / reflection-in-action a.

2.    

COACHING

motivates learners analyzes the performance provides ; gives advice provokes reflection and articulation of what was learned

3.  

SCAFFOLDING

provides temporary frameworks s learning and student performance beyond their capacities

Constructivist Assessment Strategies 

Oral discussions



KWLH Chart (

what we know, what we want

w

to know, hat we have learned, How we know it)  Mind mapping  Hands-on activities  Pre-testing

Thank you for listening……. (“,)